1. Different Texts Year 1 - Term 4, Day 16
Click here for the pacing calendar:

2. 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

3. Block 1: Opening Click here to hear the sounds. Daily Review
Review different letter sounds and letter patterns.
The story in the phonics block focuses on long vowels. Consider reviewing the long vowel poster.
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

4. help day long which tell know never why come full also of than once
Block 1: Opening
Daily Review
High-Frequency Words
help
day
long
which
tell
know
never
why
come
full
also of
than
once
has an
from
every
any
could as
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

5. We will segment and blend words.
Block 2: Phonemic Awareness (Segment and blend 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 ________ words.
Declare the Objective
We will segment and blend words.
Guided Practice
To segment is to separate the sounds in a word.
Blending is putting the sounds together to make a word.
Beginning sound is the first sound in a word.
Ending sound is the last sound in a word.
Medial sound is the middle sound.
Remember the Concept
bake
tea
jeep
hair
hose
chair
corn
snake
make
glue
fort
12 bike
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?
Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds.
Teacher points to picture/greyed text and says the word. /bake/
Students repeat the word. Alternate between teacher and students five times.
Teacher says, “Let’s say the sounds in /bake/ - /b/ /a//ke/.”
Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed.
Teacher asks the students, “What is the beginning sound in bake? The beginning sound in bake is /b/.”
Teacher asks the students, “What is the ending sound in bake? The ending sound in bake is /k/.”
Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in bake is /long a/ .”
Then, teacher blends the word /baaake/. Alternate between teacher and students five times.
Teacher and students say the word /bake/. Alternate between teacher and students five times.
Teacher Note: Method of Delivery

6. Wheel of FUN WOF# 1935 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.)

7. We will read a story. Read the words: Kate eat tells this Nate good
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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. This will need to be printed.
Students will read a story that is comprised of the letter sounds, letter patterns 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 Sounds: long a, e and long /oo/
Letter Patterns: double consonant
Story word count: 88 words
Teacher Note
Read the words:
Letter Sounds & Patterns
Different Ending Forms
High-Frequency Words
Kate
eat
tells
this
Nate
good
says
she
bake
will he
cake
they
make
all
take
help
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?

8. Kate and Nate’s Cake by Bert Smith Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Kate and Nate’s Cake by
Bert Smith
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
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 story?
Who is the author?
What do you think this story is about?
Comprehension

9. This is Kate. She likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
This is Kate. She likes to bake cakes.
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?
Ask five students to read the words bake or cake.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of the word?
What is the medial sound of the word?
Phonics
What is the character’s name?
Comprehension

10. This is Nate. He likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
This is Nate. He likes to bake cakes.
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?
Ask five students to read the words Nate or cake.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of the word?
What is the medial sound of the word?
Phonics
What is the character’s name?
What does the character like to do?
Comprehension

11. Kate tells Nate she will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Kate tells Nate she will make a cake for mum’s birthday.
Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words.
Ask students to read the words tells and make.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of 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 does Kate tell Nate?
Comprehension

12. Nate tells Kate he will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Nate tells Kate he will make a cake for mum’s birthday.
Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words.
Ask students to read the words will and cake.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of 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 does Nate tell Kate?
Comprehension

13. Kate says, “Let’s make a cake for mum together.”
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Kate says, “Let’s make a cake for mum together.”
“Good idea,” says Nate.
Assist students in reading the words let’s, idea and together. Students have not been taught contractions or multisyllable words.
Ask students to read the words says and make.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of 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 does Kate say?
Comprehension

14. Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Kate and Nate make a cake for their mum’s birthday. They make a big cake.
Explain to the students that their means belongs to.
Definition
Assist students in reading the words their, mum’s and birthday. Students have not been taught possessive nouns or compound words.
Ask students to read the words cake, make and big.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of the word?
Teacher says, “Point to the high-frequency word they.”
Teacher points to the high-frequency word a and says, “Read this 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 do Kate and Nate make together?
Comprehension

15. Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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.
Kate and Nate take the cake to their mum. Their mum is happy! Kate and Nate help eat up all the cake.
Explain to the students that their means belongs to.
Definition
Assist students in reading the words their and happy. Students have not been taught the high-frequency word their and that in the word happy the letter ‘y” can make the long e sound.
Ask students to read the words take, cake, help or eat.
Select five individual students to blend and segment the word.
What medial sound do cake, take, and make have?
Teacher says, “Point to the high-frequency word the.”
Teacher points to the high-frequency word up and says, “Read this 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?
To what character do Nate and Kate give the cake to?
Retell something that happened in the story.
Comprehension

16. 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. 155
A verbal path for the letter is available in the appendix of the Handwriting Workbook.
Teacher Note

17. Wheel of FUN WOF# 2075 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.)

18. 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. 13
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

19. pretty/beautiful nice/kind close/shut dirty/messy Story Vocabulary
Block 4: High-Frequency Words & Voc. Development
Story Vocabulary
Similar Words are things that have the same meaning.
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
pretty/beautiful
That is a pretty dress.
That is a beautiful dress.
nice/kind
She is nice.
She is kind.
close/shut
Please close the door.
Please shut the door.
dirty/messy
The room is dirty.
The room is messy.

20. 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 skirt. What sound completes the word? /Әr/. Circle the letters that make that sound. Students would circle the letters ir.
Words: skirt, horn, shark, sheep, cake, corn, smear and curl.
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 me 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 me 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.

21. Wheel of FUN WOF# 1825 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.)

22. C Monkeys live in rainforests and grasslands.
Block 6: CAP/ Reading Comprehension – Informational
To recall is to say facts from the text.
Facts are pieces of information.
We recall text by remembering the facts.
Context clues are words that help determine the meaning of a new word.
An illustration is a picture.
An illustration gives information about the text.
The purpose is the author’s main reason for writing.
To entertain is to tell a story you will enjoy.
To inform is to give facts about something.
To persuade is to give an opinion.
Remember the Concepts
Reading Activity
Monkeys
1. Monkeys live in different kinds of habitats. 2. Monkeys live in the mountains. 3. They live in jungles. 4. Monkeys live in rain-forests and grasslands1. 5. They even live in the cities at zoos.
6. Some monkeys live on the ground. 7. Many monkeys live in trees. 8. They move from branch to branch words
1. What is the purpose of the text?
A to inform
B to entertain
C to persuade
2. Using context clues, what is the
meaning of habitats?
A mountains
B stay
C homes
3. Does the illustration support that
monkeys live in trees?
Yes No
4. Does the illustration support that
monkeys live at zoos?
5. Circle the facts from the text.
A Monkeys live in zoos.
B Monkeys live in trees.
C Monkeys live in rainforests and grasslands.
D Monkey keep dry in the rain forest.
1 large area of land covered in wild grass
Definitions

23. 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.
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?”
S.W.A.L.K (2003) by Colin McNaughton, HarperCollins Children’s Books
Sandy Shores (Habitats of the World)(2001) by Alison Balance, Pearson Education Australia
Go, Jojo, Go (2012) by Tessa Bickford & Jennifer Castles, Allen & Unwin Pty Ltd.
The Princess and the Packet of Frozen Peas (2012) by Tony Wilson, Peachtree Publishers
Poems:
Extra list of books:
Imaginative Text:
What is the purpose of the text? (to inform/ to entertain)
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 text about?
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?

24. Wheel of FUN WOF# 1865 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.)

25. We will use different ending forms.
Block 7: Grammar (Use different ending forms.)
Learning Objective
Declare the Objective
We will use different ending forms.
What will we use?
We will use_______.
Grammar Workbook p. 19
Refer to the grammar workbook for daily activity.
Teacher Note

26. Tell me something about the story, Kate and Nate’s Cake.
Block 8: Closing
Provide sentence frames, if appropriate.
(Example, I learned _______.)
Consider asking comprehension questions from the story to review literary concepts such as:
What is the setting?
Who is the character?
Describe the character.
What is the problem?
What is the solution?
Teacher Note
Tell me something about the story,
Kate and Nate’s Cake.
Blend and segment the word cake.
What is the medial sound in cake?
Use the high-frequency word much in a sentence.