Year 1 - Term 4, Day 27 Revising Text.

Year 1 - Term 4, Day 27 Revising Text

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 sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

not thank then much help day long which tell know never why come full
Block 1: Opening Daily Review High-Frequency Words not thank then much help day long which tell know never why come full also of than once has an from 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

We will identify and produce rhyming words.
Block 2: Phonemic Awareness (Identify and produce rhyming 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 do with words? We will ________ and ________ words. Declare the Objective We will identify and produce rhyming words. Guided Practice Rhyming words have the same ending sound. Concept Listen to the set of words. Do the words rhyme? yes or no How do you know? If no, which word does not rhyme? Produce a word that rhymes. 1 sing, spring, ring 2 quick, stick, clean 3 flip, chip, snack 4 knee, tree, three Part 1 Read the series of words. Teacher asks, “Do the words rhyme? Yes or no?” Teacher says, “How do you know?” Provide sentence frame: “The words rhyme because ____________.” If the words do not rhyme teacher says, “Which word does not rhyme?” Read the series of words for the students again. Allow students to say the words, too. Then, ask the students to produce a word that rhymes with the other words. “Produce a word that rhymes with quick and stick.” Part 2 Teacher says, “Listen to the words: knot and pot. Produce a word that rhymes with knot and pot.” (Call on 4-5 non volunteers to produce a third rhyming word. Students should say all three words such as knot, pot, hot.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery yes no Answers will vary. no Answers will vary. 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? yes Listen to the set of words. Produce a rhyming word. 5 knot, pot 6 quail, mail 7 sing, wing 8 knight, kite Answers will vary. Answers will vary. Answers will vary. Answers will vary.

We will make new words. Make a new word. -ing
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the beginning sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. -ing k/ing s/ing r/ing w/ing Students are practising making a new word by changing beginning sounds, digraphs and consonant blends can be used as beginning sounds. Say the word (king). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: k/ing. Teacher and students alternate five times. Teacher will say, “Now, we will change the /k/ in king to /s/. Now sing s/ing (onset/rime).” Teacher and students alternate five times. Say the new word s/ing = sing Continue to change and add sounds to make new words such as /s/ in sing to /r/ in ring and /w/ to make the new word wing. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2005 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 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 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read a story. Read the words: king standing they queen sees
Block 3: Phonics/Letter Formation – We will read the story A Ring for a Queen. 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 read a story. Activate Prior Knowledge Students get a separate handout of the story. Students will read a story that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the story, there are sidebar notes. Please refer to these notes as you read the story. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the story. Letter patterns: ng, qu, kn, consonant blends and r-controlled Letter sounds: hard and soft g, long vowels r-controlled /ar/ Story word count: 126 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words king standing they queen sees has quest hiding knows knight fall dragon large 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?

A Ring for the Queen by Mary Davis Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story A Ring for a Queen. 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. Throughout the story, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story 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. Teacher Note A Ring for the Queen by Mary Davis What is the title of the story? Who is the author? 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?

Do you see the king and queen? They are standing next to the knight.
Block 3: Phonics/Letter Formation – We will read the story A Ring for a Queen. 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. Do you see the king and queen? They are standing next to the knight. Ask five students to read the words king and queen. Do the words king and queen rhyme? What words would rhyme with king? What words would rhyme with queen? Point to the high-frequency word they on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 person are the king and queen standing next to? Comprehension

Block 3: Phonics/Letter Formation – We will read the story A Ring for a Queen.
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. The king sends the knight on a quest to find a ring. The king wants to give the ring to the queen. Explain to the students that going on a quest means to look for something. Definition Ask five students to read the sentence “The kings sends the knight on a quest to find a ring.” Ask students to read the word find. Does the word find have a consonant blend? Is the consonant blend at the beginning or end of the word? Point to the words king and knight. Teacher points to the words and says, “Read these words to your partner.” Which word begins with a silent letter? King or knight? What letter is silent? 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 does the king want to do with the ring? 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 that going on a quest means to look for something. Explain to the students that a dragon is a make-believe animal that has wings and can breathe out fire. Explain to the students that gems are jewellery like rings and necklaces. Definition On his quest, the knight sees a dragon. The dragon is red and has large wings. The dragon is hiding a chest full of gold and gems. Assist students in reading the words dragon and hiding. Students may need help reading multisyllable words. Also, students have not been taught that sometimes you drop the silent e when adding an ending form to a word. Assist students in reading the word large. Students have not had the spelling pattern ar with a silent e on the end. Ask students to read the word dragon . Does the word dragon have a hard g (insert sound) sound? Point to another word that has a hard g (insert sound) sound. Read the hard g (insert sound) word to your partner. 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? Describe the dragon. 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. The knight knows the ring is in the dragon’s chest. The knight needs to get past the dragon. Explain to the students that a dragon is a make-believe animal that has wings and can breathe out fire. Definition Ask five students to read the sentence “The knight needs to get past the dragon.” Ask students to read the word knight. Does the word knight have the long i (insert sound) sound. Select five individual students to blend and segment the words past or chest. What is the beginning sound of the word? What is the ending sounds 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 problem does the knight have? 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. The knight sings a song. The song makes the dragon fall asleep. The knight picks the ring from the chest. Explain to the students that the word asleep means to go to sleep. Explain to the students that a dragon is a make-believe animal that has wings and can breathe out fire. Definition Assist students in reading the word asleep. The students have not learned about prefixes added to the beginning of a word. Do the words quest and chest rhyme? Produce another word that rhymes with quest and chest. 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? How does the knight solve the problem? How does the dragon act like a human in the story? Comprehension

The knight takes the ring to the king. The knight finishes his quest.
Block 3: Phonics/Letter Formation – We will read the story A Ring for a Queen. 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. The knight takes the ring to the king. The knight finishes his quest. Explain to the students that the word finishes means to be done with something. Explain to the students that going on a quest means to look for something. Definition Assist students in reading the word finishes. Students may need help reading multisyllable words. Select five individual students to blend and segment the words ring or quest. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word quest? Read a high-frequency 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 does the knight finish? 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. The king gives the ring to the queen. The queen smiles and stares at the ring. Ask five students to read the sentence “The knight gives the ring to the queen.” Select five individual students to blend and segment the words king and ring. What is the beginning sound of the word? What is the ending sound of the word? What is the middle sound of the word ring? Do the words king and ring rhyme? Produce another word that rhymes with king and ring? 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? Infer how the queen feels about getting a ring. Retell me something that happened in the story. Did you like the story? Why or why not? Comprehension

We will write words. Solving Math Problems
Block 3: Phonics/Letter Formation (Write 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 We will write words. 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. 165 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

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. 107 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

Deleting means to remove. Topic is what the text is about.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Deleting means to remove. Topic is what the text is about. 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

Teacher Guided: Phonics Rotational Activity 2 Write sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write an opinion. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the picture. Say the name of the picture. What letter sound completes the word? Circle the letters that make that sound. Then, write the letters on the line and read the word. For example, say king. What sound completes the word? /ng/. Circle the letters that make that sound. Students would circle the letters ng. Words: king, queen, gold, chest, knight, ring, string and clean. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter 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. Allow students to draw pictures when finished. Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single- sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write an opinion. Write your opinion about what is the best sport to play. Tell why it is the best sport to play. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling the best sport to play and why. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell and draw a picture for their sport. Prior to the activity, create an example for the students.

Which picture does not belong with the instruments? (Pair-Share)
Block 6: CAP/ Reading Comprehension (Revise writing.) Learning Objective Declare the Objective We will revise writing. What will we revise? We will revise ________. Activate/Provide Prior Knowledge Students, we can all tell which picture does not belong. The banana is not an instrument. Sometimes writing has sentences that do not belong to the topic. When we check to see if the sentences belong to the topic, that is called revising. Now, we will revise writing. Make the Connection Which picture does not belong with the instruments? (Pair-Share)

Revise is to change writing to make it better.
Block 6: CAP/ Reading Comprehension (Revise writing.) Concept Development Why would the sentence “Plants need the sun to grow.” not belong to the text? “Plants need the sun to grow does not belong because __________.” In your own words, what does revise mean? “Revise is to ______________.” Checking for Understanding Revise is to change writing to make it better. Revise writing by deleting1 sentences. Revise Writing Example Delete sentences that do not belong to the topic2. Plant Parts 1. Plants have many parts. 2. Plants have leaves. 3. Plants have stems. 4. Plants are green. 5. Plants have roots that grow underground. 19 words 1 removing 2 what the text is about Definitions

Block 6: CAP/ Reading Comprehension (Revise writing.)
Skill Development & Guided Practice Revise is to change writing to make it better. Delete sentences that do not belong to the topic. Concept 1 Read the writing. 2 Revise the writing by deleting the sentence that does not belong. (circle) 3 Explain why the sentence does not belong. “Sentence ____ does not belong because ____________.” Revise writing. 2 How did I/you revise the writing? Checking for Understanding The Sun 1. The sun is important. 2. The sun gives light. 3. The sun helps plants grow. 4. The sun is yellow. 5. The sun keeps Earth warm. 6. The sun is big and round words 1. Which sentence does not belong to the topic? Sentence 3 Sentence 4 2. Which sentence does not belong to the topic? Sentence 5 Sentence 6

We will identify recount and procedural text.
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Learning Objective We will identify recount and procedural text. Periodic Review 3 1 Read the text. a Listen for recount text. Does the text tell about something that already happened? b Listen for procedural text. Does the text tell how to do something? 2 Identify the type of text. (circle recount or procedural) 3 Explain your answer. “The text is _____ because __________.” Identify recount and procedural text. How to Plant a Seed Step 1: Dig a small hole. Step 2: Put a seed in the bottom of the hole, and then cover it with dirt. Step 3: Water the seed every day, and wait for it to grow words Recount Procedural Fun Times Yesterday 1. My best friend came over yesterday. 2. We played board games. 3. We watched a movie. 4. We made pizza for dinner and had ice cream for dessert. 5. We had a lot of fun yesterday! word Extended Thinking Explain to your partner how to turn on a cell phone or explain something you did last week. Then, have your partner tell you if the text is recount or procedural.

We will determine the purpose of a sentence.
Block 7: Grammar (Determine the purpose of a sentence.) Learning Objective Declare the Objective We will determine the purpose of a sentence. What will we use? We will use_______. Grammar Workbook p. 79 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the story, A Ring for a Queen.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the story, A Ring for a Queen. Blend and segment the word knight. What is the medial sound in knight? How do we revise writing? Use the high-frequency word only in a sentence.

Year 1 - Term 4, Day 27 Revising Text.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 27 Revising Text."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Year 1 - Term 4, Day 27 Revising Text.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 27 Revising Text."— Presentation transcript:

Similar presentations

About project

Feedback