1. Text for a Purpose Review
Year 1 - Term 2, Day 10
Text for a Purpose
Review

2. (names and sounds of the letters)
Block 1: Opening
Learning Objective
Declare the Objective
We will read the alphabet.
What will we read?
We will read _______.
The alphabet is all the letters.
Each letter has a name.
Remember the Concept
Skill Development & Guided Practice
Teacher Note
Refer to posted alphabet.
Teacher and students read or sing the alphabet together.
Chant the alphabet with sounds (A, /ah/, apple; B, /b/, ball; C, /k/, cat, etc.) or click on the link in the grey box for the alphabet with sounds.
The students may say either the short or long vowel sounds. Consider asking students to provide both sounds when reviewing the vowels.
Optional activities:
Have students read or sing the alphabet to their partners.
Have students whisper or use a squeaky voice when reading the alphabet.
Have students use a monster voice or yell the alphabet.
Select ten letters and review the letter sounds. Alternate between teacher and students five times.
When using these activities, make sure to enunciate each letter distinctly so they don’t blend together.
Teacher Note: Method of Delivery
Alphabet Song
(names only)
Phonics Alphabet Song
(names and sounds of the letters)
Teacher points to a letter already taught and asks, “What is the name of this letter?”
Students reply with, “The name of the letter is ____.”
Then, teacher points to a letter already taught and asks, “What sound does this letter make?”
Students reply with, “It makes the ____ sound.”
Checking for Understanding

3. Today is ________________.
Block 1: Opening
Daily Review
You will need to type the date each day in the PowerPoint or write it on the board. As the program progresses, consider having students write or contribute to the daily message.
Topic Suggestions: Teacher says; students repeat.
Weather: “It is hot today.”
Activities taught yesterday: “We learned the letter ____ yesterday.”
Activities for today: “Today, we will write our names.”
Teacher Note
Use "Frere Jacques“ melody to sing:
Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun!
Activity: Daily Message Chant
Today is ________________.
Students, this is our daily message. It tells us the date. Please follow along as I read the sentence.
“Today is ____________ (day of the week, day of the month, month of the year and year.)”
Message
What is today’s date?
“Today is _______________.”
Tell your partner the date.
Checking for Understanding

4. Digraph ch & Trigraph tch
Block 1: Opening
Click here to hear the sounds.
Daily Review
Digraph ck
duck
brick
clock
Digraph wh
whale
whistle
wheat
Digraph ch & Trigraph tch
cheese
chop
wrench
latch
Digraph sh
shop
sheet
fresh
Review the digraphs ck, wh, sh, ch and the trigraph tch. Provide examples to students.
Review the long vowel sounds and spelling. Remind the students that the long u has two sounds: long u and /oo/.
Teacher Note: Method of Delivery

5. call some let many going each by where what ask does who
Block 1: Opening
Daily Review
High-Frequency Words
call
some
let
many
going
each by
where
what
ask
does
who
Teacher selects five or more high-frequency words to review. Select the words based on student needs and time.
Teacher first reads a High-Frequency Word.
Students chorally read the High-Frequency Word.
CFU options:
1. Teacher asks for non-volunteers to read the word he is pointing to aloud.
2. Teacher asks students to put their finger on the word ________.
3. Teacher asks students to whisper the word he is pointing to.
4. Teacher asks students to read the word she is pointing to in a squeaky voice.
Teacher Note: Method of Delivery

6. We will segment words. To segment is to separate the sounds in a word.
Block 2: Phonemic Awareness (Segment words.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
What will we segment?
We will ________ words.
Declare the Objective
We will segment words.
Concept Development
Which picture matches the segmented word /s/o/ck/?
“_____matches the segmented word.” A B
In your own words, what does it mean to segment?
“To segment is to _________.”
Checking for Understanding
To segment is to separate the sounds in a word.
Segmenting
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
shack
/sh/ /a/ /ck
/t/ /ea/ /m/
team
/p/ /l/ /a/ /te/
plate

7. How many sounds in the word?
Block 2: Phonemic Awareness (Segment words.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
How many sounds in the word? 2 2
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
bow - /b/ /ow/ - bow
hay - /h/ /ay - hay
Click to see the picture for the segmented word.
Teacher points to picture and says, “Let’s count the sounds in /bow/.”
Teacher touches shoulder and says /b/ and middle arm and says long o. An alternative strategy is to use fingers to represent each sound in the word.
Teacher says, “How many sounds do we have? We have _____ sounds.”
Say the word again /bow/.
Teacher says, “Tell me all the sounds in /bow/.” Example: /b/, long o
Students copy teacher during each step.
Repeat five times alternating between teacher and students.
Teacher Note: Method of Delivery

8. How many sounds in the word?
Block 2: Phonemic Awareness (Segment words.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
How many sounds in the word? 4 4
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
sketch - /s/ /k/ /e/ /tch/ - sketch
ranch - /r/ /a/ /n/ /ch/ - ranch
Click to see the picture for the segmented word.
Teacher points to picture and says, “Let’s count the sounds in /sketch/.”
Teacher uses fingers to represent each sound in the word.
Teacher says, “How many sounds do we have? We have _____ sounds.”
Say the word again /sketch/.
Teacher says, “Tell me all the sounds in /sketch/.” Example: /s/ /k/ /short e/ /tch/ = sketch
Students copy teacher during each step.
Repeat five times alternating between teacher and students.
Teacher Note: Method of Delivery

9. How many sounds in the word?
Block 2: Phonemic Awareness (Segment words.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
How many sounds in the word? 4 3
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
snack - /s/ /n/ /a/ /ck/ - snack
white - /wh/ /i/ /te/ - white
Click to see the picture for the segmented word.
Teacher points to picture and says, “Let’s count the sounds in /snack/.”
Teacher uses fingers to represent each sound in the word.
Teacher says, “How many sounds do we have? We have _____ sounds.”
Say the word again /snack/.
Teacher says, “Tell me all the sounds in /snack/.” Example: /s/ /n/ /short a/ /ck/ = snack
Students copy teacher during each step.
Repeat five times alternating between teacher and students.
Teacher Note: Method of Delivery

10. (Lead the students in some stretches.)
Brain Break
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Activity 1
(Select five movements to do in descending order. Example: 5 star jumps, 4 hops, 3 spins, touch your toes twice, 1 high-five to partner)
Activity 2
Student Says
(Select a student to lead the activity. This activity is the same as Simon Says except use student.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Pretending
(Have 5 students pick an animal or object. Students act out the animal or object. Example: dog, aeroplane, etc. )

11. ? what track wheel check We will read words with digraphs.
Block 3: Phonics / Letter formation (Read words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
What will we read?
We will read _______.
Declare the Objective
We will read words with digraphs.
Concept Development
Click here to hear the sounds.
Digraphs are two letters that make one sound.
The letters wh and ck are digraphs.
The digraph wh is usually found at the beginning and end of a word.
The digraph ck is usually found at the end of a word.
Positional Frequency
Digraph – wh
Digraph – ck
what
wheel
track
check
Checking for Understanding ?
Say the wh sound.
Say the ck sound.
Is the /wh/ sound in this word? Yes/No
Does this word have the ck digraph? Yes/No
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
chicks
Skill Development & Guided Practice 1
This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times. Repeat pattern with ck.
Say the name of the letters -wh. Teacher points to the letters. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the digraph. (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the whale. (Teacher then students; Pair-Share and call on non-volunteers) (Example: wh, /hw/, whale)
Teacher Note: Method of Delivery
black

12. Does the word have a digraph?
Block 3: Phonics / Letter formation (Read words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
Does the word have a digraph?
flick
whip
trick
kick
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Look at the word.
Does the word have a digraph? (Remind students that the digraphs wh or ck are usually found at the beginning or end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as fffllliiick, whiiip, trrriiick, kiiick. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting.
Teacher Note: Method of Delivery wh ck
Digraphs

13. Does the word have a digraph?
Block 3: Phonics / Letter formation (Read words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
Does the word have a digraph?
whine
wreck
hike
when
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Look at the word.
Does the word have a digraph? (Remind students that the digraphs wh or ck are usually found at the beginning or end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as whiiinnne, wwwrrreeeck, hhhiiike, wheeennn. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting.
Teacher Note: Method of Delivery wh ck
Digraphs

14. 1. The flock of sheep ate wheat for lunch.
Block 3: Phonics / Letter formation (Read words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
1. The flock of sheep ate wheat for
lunch.
2. The duck quacked at the chick.
3. The white whale whips its tail.
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question? wh ck
Digraphs
Look at the sentences.
Read the sentence using the digraphs wh and ck to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.)
Teacher Note: Method of Delivery

15. Block 3: Phonics / Letter formation (Read words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Skill Development & Guided Practice
The Black Cat
The black cat likes to sit on the dock. He licks his whiskers on the dock. The duck whistles and quacks when he sees the cat. The cat meows at the duck. The duck is scared. He swims to the back of the pond.
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Read The black cat.
Read the story using the digraphs wh and ck sound to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.)
Teacher Note: Method of Delivery wh ck
Digraphs

16. We will write words with digraphs.
Block 3: Phonics / Letter formation (Write words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
We will write words with digraphs.
What will we write?
We will write _______.
Declare the Objective
Skill Development & Guided Practice
Write words.
1 Trace the word.
2 Write the word on your own.
1 How did I/you trace the word?
2 How did I/you write the word?
Checking for Understanding
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Handwriting Workbook p. 59
A verbal path for the letter is available in the appendix of the Handwriting Workbook.
Teacher Note

17. We will spell words with digraphs.
Block 3: Phonics / Letter formation (Spell words with digraphs.)
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
What will we spell?
We will spell _______.
Declare the Objective
We will spell words with digraphs.
Spelling Workbook pp
Refer to the spelling workbook for daily activity.
Teacher Note
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?

18. (Lead the students in some stretches.)
Brain Break
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Activity 1
(Select five movements to do in descending order. Example: 5 star jumps, 4 hops, 3 spins, touch your toes twice, 1 high-five to partner)
Activity 2
Student Says
(Select a student to lead the activity. This activity is the same as Simon Says except use student.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Pretending
(Have 5 students pick an animal or object. Students act out the animal or object. Example: dog, aeroplane, etc. )

19. We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Skill Development & Guided Practice
A high-frequency word is used more than other words.
Remember the Concept
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
Checking for Understanding
High-Frequency words p. 15
Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word.
Teacher Note

20. We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Skill Development & Guided Practice
A high-frequency word is used more than other words.
Remember the Concept
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
Checking for Understanding
High-Frequency Sentences p. 31
Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word.
Teacher Note

21. Story & Lesson Vocabulary Mature means fully grown.
Block 4: High-Frequency Words & Voc. Development
Story & Lesson Vocabulary
Mature means fully grown.
Define any difficult words from the story or lesson that will be read today.
Teacher reads the word first, and then students read the word.
Teacher provides or reads the definition of the word, while students track with their fingers.
Then, students read the definition with the teacher.
Consider providing gestures for students, if appropriate.
Teacher Note

22. Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Open Time: Teacher’s Choice
Review concepts and skills taught from the previous weeks.
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?

23. (Lead the students in some stretches.)
Brain Break
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Activity 1
(Select five movements to do in descending order. Example: 5 star jumps, 4 hops, 3 spins, touch your toes twice, 1 high-five to partner)
Activity 2
Student Says
(Select a student to lead the activity. This activity is the same as Simon Says except use student.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Pretending
(Have 5 students pick an animal or object. Students act out the animal or object. Example: dog, aeroplane, etc. )

24. We will use the table of contents.
Block 6: CAP/ Reading Comprehension (Use table of contents.)
Learning Objective
A table of contents has parts of a book and matching page numbers.
Remember the Concept
We will use the table of contents.
Periodic Review 1
Table of Contents
Life Cycles
Chapter 1: The Plant 2
Seed 5
Sprout 10
Mature1 Plant 15
Flowers 20
Fruit 25
Chapter 2: The Butterfly 30
Egg 35
Caterpillar 40
Pupa/Chrysalis 48
Butterfly 52
1. If you are reading page 30, what are you reading?
A Butterfly
B Caterpillar
C Fruit
D Sprout
2. On what page does Caterpillar begin?
A page 48
B page 57
C page 40
D page 62
1 fully grown
Definitions
Extended Thinking
Lorraine says Flowers are located on pages 20 to 24. Tim says Flowers is only on page 20. Who is correct? Explain your answer.
Lorraine is correct. Flowers start on page 20 and end on page 24.

25. We will present a fact from the text.
Block 6: CAP/Reading Comprehension
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
Declare the Objective
We will present a fact from the text.
What will we present?
We will present________
Concept Development
Use your strong voice.
Name one thing you do to present.
In your own words, what does present mean? “Present means _____________.”
Checking for Understanding
To present means to talk in front of people.
To present:
Tell a fact about something
Stand up
Speak clearly
Use your strong voice
Provide more examples of facts that are presented.
Provide oral examples of speaking clearly and not speaking clearly.
Refer to the Voice Levels Poster for “Strong Voice.”
Use your strong voice and have students practise their strong voice with their partners.
Teacher Note
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
The Aboriginal flag is black, yellow and red.

26. Tell a fact Stand up Speak Clearly Strong Voice Plants
Block 2: Classroom and Social Management
Activity
Plants
1. Plants have many parts. 2. Plants have leaves. 3. Plants have stems. 4. Plants have roots that grow underground. 5. Some plants can have flowers.
21 words
Read the text.
Model presenting one fact to the class. Pair-Share, call on five non-volunteers to repeat the fact you presented.
Then, select five students to present one fact to the class. After each presentation, Pair-Share and call on five non-volunteers to repeat the fact.
Remind the students to stand up, speak clearly and use their strong voice.
Teacher Note: Method of Delivery

27. Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 2.
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Reading Comprehension Strategies ACELY 1660, ACELY 1659
Suggested Story Choices
Respond to Text Poster
ACELT 1583
CAP
Discuss the front cover, back cover, author, illustrator and title of the book before reading.
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?”
Pete the Sheep (2005) by Jackie French, Clarion Books
The Secret World of Wombats (2005) by Jackie French, HarperCollins Publisher
The Fascinating History of Your Lunch (2010) by Jackie French, HarperCollins Publisher
Adventures with Chipper the Cheetah (2004) by Jan Latta, True to Life Books
Roadwork (2011) by Sally Sutton and Brain Lovelock, Candlewick
Extra list of books:
Imaginative Text:
Who is the character?
What is the setting?
Describe the plot. What is the problem? What is the solution?
What did you like about the story?
What did you dislike about the story?
Informative Text:
Name a fact from the text.
What is the purpose of the text? (to entertain or to inform)
What is the text about?
Informational books:
Butterflies by Harley, Diana & Yates
Caterpillar and butterfly by Ambelin Kwaymullina
Roadworks by Sutton, Sally & Lovelock
Rocky Shores by Alison Ballance
Teacher Note
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?

28. (Lead the students in some stretches.)
Brain Break
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Activity 1
(Select five movements to do in descending order. Example: 5 star jumps, 4 hops, 3 spins, touch your toes twice, 1 high-five to partner)
Activity 2
Student Says
(Select a student to lead the activity. This activity is the same as Simon Says except use student.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Pretending
(Have 5 students pick an animal or object. Students act out the animal or object. Example: dog, aeroplane, etc. )

29. He She Ben made some bread. she he My sister ate the bread.
Block 7: Grammar (Identify pronouns.)
Learning Objective
A pronoun is a word that replaces a noun.
Remember the Concept
We will identify pronouns.
she
takes the place of a girl he
takes the place of a boy
Periodic Review 1 1
Ben made some bread.
she he 2
My sister ate the bread. 3
Chris walked to school.
________ walked to school. 4
Mrs Taylor is a teacher.
________ is a teacher. He
She
Extended Thinking
Write a sentence about yourself. Use your name. (Pair-Share; use whiteboards)
Now replace your name with the correct pronoun.
Answers will vary.
Mr Smith is tall.
He is tall.

30. Tell me something about the digraphs wh and ck.
Block 8: Closing
Provide sentence frames, if appropriate.
(Example, I learned _______.)
Teacher Note
Tell me something about the digraphs wh and ck.
Retell me something from the text we read.
Tell me something about a table of contents.
Name one pronoun.
Use the high-frequency words some, let and call in a sentence.