Foundation - Term 4, Day 37 Learning to Read.

Foundation - Term 4, Day 37 Learning to Read

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

Block 1: Opening Click here to hear the letter sounds. Daily Review
Students have learned all the letters and their sounds of the alphabet. Using the alphabet, teacher selects five or more letters to review. Review the letter name and sound. Alternate the pattern of letter name, sound and word between teacher and student. Review letter patterns and vowel patterns with students. Refer to term 4 posters: Short and Long Vowels & Digraphs Select the letter patterns or letters to review based on student needs and time. Teacher Note: Method of Delivery

away saw ran so this new has be at not but there now do
Block 1: Opening Daily Review High-Frequency Words away saw ran so this new has be at not but there now do Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. 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

1 2 We will count syllables.
Block 2: Phonemic Awareness Learning Objective What will we count? We will count________. Declare the Objective We will count syllables. Some strategies for counting syllables are to clap, tap or snap for each vowel sound or to put hands under chin to count the number of times their chin drops. Make sure to explain the meaning of syllable by emphasising the vowel sound when reading the examples. For example, “fan” has one syllable because you only hear one vowel (short a sound), whereas “puppet” has two vowels (short u and short e sounds). Teacher Note Concept Development A syllable is part of a word that has one vowel. To count syllables, listen for the number of vowel sounds. Syllables 1 2 Why does the word cook only have one syllable? (*make sure to emphasise the vowel sound) “Cook has only one syllable because ___________.” Why does the word target have two syllables? (*make sure to emphasise the vowel sounds) “Target has two syllables because ___________.” In your own words, what is a syllable? “A syllable is, ______.” Checking for Understanding Vowels are letters a, e, i, o and u. Remember the Concept glue bamboo

1 2 3 Count syllables. Block 2: Phonemic Awareness blue shampoo
Skill Development & Guided Practice Count syllables. 1 2 3 blue shampoo barbecue Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Say the word (blue). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., bl/ue). For two-syllables or more, separate the sounds by syllables (ex., sham/poo). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

1 1 2 Count syllables. Block 2: Phonemic Awareness train rain raisins
Skill Development & Guided Practice Count syllables. 1 1 2 train rain raisins Students are practising counting syllables. Counting syllable strategies are to clap or tap for each vowel sound or to put hands under chin to count the number of times the chin drops. Say the word (train). Teacher and students alternate five times. “Listen for the vowel sound(s) in the word.” For one-syllable words, separate the sounds by onset and rime (ex., tr/ain). For two-syllables or more, separate the sounds by syllables (ex., rai/sins). Use a counting syllables strategy during this portion of the lesson. Teacher and students alternate five times. “Do you hear a vowel sound(s)? Yes or No.” (Pair-Share; Teacher and students alternate five times.) Teacher will say, “How many syllables or vowel sounds do you hear? I hear ______ syllable(s).” (Pair-Share and ask five students to respond. Students can use the whiteboards or their fingers to show the number of syllables.) Teacher Note: Method of Delivery

Wheel of FUN WOF# 2042 Activity 1 Activity 2 Activity 3 Activity 4
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 Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Teacher’s Choice Activity 5 Mirror-Mirror Have students pair up and mirror the actions of their partner. Students take turns. Activity 6 Wiggles Have students stand and do the following wiggle activities: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. 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?

We will read text. Read the words: chicken farm oink at sheep goat
Block 3: Phonics/Letter Formation – We will read On a Farm. 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 text. Activate Prior Knowledge Read the words: Students get a separate handout of the text. This will need to be printed. Students will read the text that is comprised of the letter-sounds, letter patterns and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the story. The first four columns are review words, and the last (grey) column is high-frequency words from the text. Text word count: 115 words Teacher Note chicken farm oink at sheep goat there from in are 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?

On a Farm by Erick Ortiz Solving Math Problems
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. On a Farm by Erick Ortiz Throughout the text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the text are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Note: Assist students in reading words with the letter ‘s’ on the end. Students have not been taught the different sounds the letter ‘s’ makes when at the end of a word. 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? What is the title of the text? Who is the author? Comprehension

What is that sound coming from the farm?
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words what and coming. Students have not been taught different ending forms (i.e., -s, -ed, -ing) and have not been exposed to the high-frequency word what. Teacher asks “Does the words farm have the /ar/ sound in it?” Select five individual students to blend and segment the word farm. What is the beginning sound of the word? What is the ending sound of the word? Phonics 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? What is that sound coming from the farm? Can you think of a sound you might hear at a farm? Say the sound. Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm.
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. Explain to the students a hog is big pig. Definition Assist students in reading the word makes. Students have not been taught that the a_e spelling pattern makes the long a sound. Ask five students to read the sentence, “There is a hog on the farm.” Teacher says, “Point to a word that has the /oi/ sound in it. Read it to your partner and get ready to read it to me.” Select five students to read the word. Name a high-frequency word on the page. Phonics 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? What is a hog? What sound does a hog make? Where is the hog? Comprehension There is a hog on the farm. The hog makes the “oink” sound. Can you sound like a hog?

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. Assist students in reading the words make and maa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask students to read the sentence, “There is a goat on the farm.” Teacher says, “What sound does the letter pattern oa makes? Point to a word that has the letter pattern oa. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Name a high-frequency word on the page. Phonics 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? There is a goat on the farm. The goat makes the “maa” sound. Can you sound like a goat? Where is the goat? What sound does the goat make? 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. Assist students in reading the words make and baa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask five students to read the sentence, “There is a sheep on the farm”. Name a high-frequency word on the page. Phonics 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? There is a sheep on the farm. A sheep makes the “baa” sound. Can you sound like a sheep? Where is the sheep? What sound does the sheep make? What does the image tell us about a sheep? 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. Assist students in reading the words chicken and makes. Students have not been taught the sound suffixes make such as –en. Students have also not been taught that the a_e spelling pattern makes the long a sound. Ask students to read the sentence, “Can you sound like a chicken?” Teacher says, “Point to a word that has the letter pattern ck in it. What sound does the letter pattern ck make? Read the word.” Choose up to five students to read the word. Phonics 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? There is a chicken on the farm. The chicken makes the “cluck” sound. Can you sound like a chicken? Where is the chicken? What is the sound a chicken makes? Do the words tell the chicken is white? 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. Explain to the students a rooster is a male/boy chicken. Definition Assist students in reading the words make and cock-a-doodle-doos. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students may only be familiar with some of the sounds in the phrase. Ask students to read the sentence, “There is a rooster on the farm.” Teacher says, “Point to a word that has the long o sound. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. Read a high-frequency word on the page. Phonics 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? There is a rooster on the farm. The rooster makes the “cock-a-doodle-doo” sound. Can you sound like a rooster? Where is the rooster? What sound does a rooster make? What does the image tell us about a rooster? Comprehension

There are a lot of sounds on the farm.
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Ask students to read the sentence, “There are a lot of sounds on the farm.” Name a high-frequency word on the page. Phonics What sounds are made On a Farm? Tell me an animal on the farm and make that sound. Tell me something about the text we read today. Comprehension 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? There are a lot of sounds on the farm.

We will write sentences.
Block 3: Phonics/Letter Formation (Write sentences.) 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 sentences. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write sentences. 1 Trace the sentences. 2 Write the sentences 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. 166

away My dog ran away. My cat ran away, too.
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 away My dog ran away. My cat ran away, too. 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 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

We will read descriptive words.
Block 4: High-Frequency Words & Voc. Development Learning Objective What will we read? We will read _______. Declare the Objective We will read descriptive words. Concept Development Consider demonstrating nice and mean behaviors. The purpose of this activity is for students to learn about their environment, not to read the words. Teacher reads the vocabulary word first. Then, read the word, alternating between teacher and students five times. Teacher Note A descriptive word tells about something or someone. We can tell about how they look or how they act. nice Nice is to act good or kind to other people. mean Mean is to not be good or kind to other people. Point to a vocabulary word and ask: What is nice? Nice is________. What is mean? Mean is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to nice and ask, “What is nice?” Point to mean and ask, “What is mean?”(Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonemic Activity Rotational Activity 2
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Activity Rotational Activity 2 Read high-frequency words Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write about a topic. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out side one and two and give a pencil to each student. Directions: Ask the students to look at the picture. Say the name of the picture. Ask the students to read the word cab. Have the students say the name of the picture and write the ending sound on the row to make a new word. Have the students read the new word. Then, have the students write a sentence for each new word. Remind students to add a full stop at the end of sentence. Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and students will track and read the high-frequency words. Materials: Print out slides four to six. Cut out each card on slides four and five and give a pencil to each student. Directions: Place cards on table face down and give students blank paper. Have students take turns choosing two cards. If the two cards match, have students set them aside and write the word down on their paper. If the cards do not match, have them flip the cards back. Continue matching, until all cards are gone. Note: Not all squares on the paper will be filled with words. Materials: Print out this slide and give a pencil and crayons to each student. Directions: Ask the students to write three or more sentences about a farm. If they are able to write additional sentences about a farm, please allow it. Make sure that they are using an upper case at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Then, have students draw a farm. Note: If students lack prior knowledge about farms, please select a different topic.

B A 1. The boy sat on the pup. 2. The pup sat on the boy. A B
Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Learning Objective What will we determine? We will determine ________. What does determine mean? Determine means ________. Declare the Objective We will determine1 how word order changes meaning. Activate/Provide Prior Knowledge Students, you already know that the sentence does not sound correct. A boy should not sit on a pup, but a pup can sit on a boy. How we say or write words can change what we mean. The word order in a sentence is important for meaning. Now, we will determine how word order changes meaning. Make the Connection Listen to the sentences. Match the picture to the sentences. 1. The boy sat on the pup. 2. The pup sat on the boy. B A This lesson focuses on students understanding that the word order in a sentence can change the meaning completely. This lesson addresses nouns that change places in a sentence. Teacher Note A B 1 figure out Definitions

The word order in a sentence can change the meaning.
Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Concept Development Explain to the students that the word order can affect the meaning to the point where the meaning is impossible or does not make sense. Teacher Note The word order in a sentence can change the meaning. Which picture matches the meaning of the sentence? How do you know? The man pushed the cart. A B In your own words, what does word order change? “Word order changes __________.” Checking for Understanding Word Order Meaning The girl sat on the cat. The cat sat on the girl. The dog walked the man. The man walked the dog.

Sentence #1: The ball hit the boy. Sentence #2: The boy hit the ball.
Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Skill Development & Guided Practice Explain to the students that the word order can affect the meaning to the point where the meaning is impossible or does not make sense. Steps 3 and 4 can be whiteboards or oral responses. Teacher Note The word order in a sentence can change the meaning. 1 Listen to the first sentence. 2 Listen to the second sentence. 3 What changed in the second sentence? (Pair-Share) 4 Determine how the word order changes the meaning of the sentence. “The word order changed the meaning __________.” Determine how word order changes meaning. 4 How did I/you determine how the word order changed the meaning of the sentence? Checking for Understanding 1 Sentence #1: The ball hit the boy. Sentence #2: The boy hit the ball. 2 Sentence #1: The bird talks to the lady. Sentence #2: The lady talks to the bird. The boy and ball changed. The word order changed the meaning to the boy hits the ball instead of the ball hits the boy. The lady and bird changed. The word order changed the meaning to the lady talks to the bird instead of the bird talks to the lady.

Sentence #1: The bird barked at the dog.
Block 6: CAP/ Reading Comprehension (Determine how word order changes meaning.) Skill Development & Guided Practice Explain to the students that the word order can affect the meaning to the point where the meaning is impossible or does not make sense. Steps 3 and 4 can be whiteboards or oral responses. Teacher Note The word order in a sentence can change the meaning. 1 Listen to the first sentence. 2 Listen to the second sentence. 3 What changed in the second sentence? (Pair-Share) 4 Determine how the word order changes the meaning of the sentence. “The word order changed the meaning __________.” Determine how word order changes meaning. 4 How did I/you determine how the word order changed the meaning of the sentence? Checking for Understanding 3 Sentence #1: The bird barked at the dog. Sentence #2: My dog barked at the bird. 4 Sentence #1: The log hops to the frog. Sentence #2: My frog hops to the log. The dog and bird changed. The word order changed the meaning to the dog barked at the bird instead of the bird barked at the dog. The frog and log changed. The word order changed the meaning to the frog hops to the log instead of the log hops to the frog.

Block 6: CAP/ Reading Comprehension – Informational
Reading Activity Fantasy text cannot happen in real life. Realistic text can happen in real life. Words give information about the text. Images are pictures that give information. Experiences are things that happened to you. Events in a story can also happen to you. Remember the Concept My Friend 1. My friend Leonardo likes to paint. 2. He likes to paint portraits. 3. Portraits are paintings of people. 4. Leonardo likes to paint people mad, sad and happy. 5. Leonardo is really good at painting people. 6. He painted a portrait of me! 38 words 1 Is this story fantasy or realistic? Fantasy / Realistic/ 2 Why is the story realistic? (oral response) 3 Do the words give information that the author is a girl? / 4 Does the image give information that Leonardo is an older man? / 5 Can you draw a portrait like Leonardo? /

Tell me something that happened in the text, On a Farm.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text to review literary concepts such as: Name a fact from the text. What is the purpose of the text? Teacher Note Tell me something that happened in the text, On a Farm. How many syllables are in the word farm? How did you learn about word order in a sentence? Tell me a time when someone was nice to you. Tell me a time when someone was mean to you. Use the high-frequency word away in a sentence.

Foundation - Term 4, Day 37 Learning to Read.

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