Year 1 - Term 4, Day 41 Review Click here for the pacing calendar:

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

Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me
Block 1: Opening Daily Review High-Frequency Words Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me and, is you, to no, yes we, are him her say by how who when where what does ask in going many each some let call animal family man had they them boy girl people think live fly love fall give too or did as could any every from an has once than of also full come why never pull cold hot know tell which first before after long day help much then thank not only over through right stop number good take 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 a 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 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 face gown jar mice stage star farm city goat team cage 12 car 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. /face/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /face/ - /f/ /a//se/.” 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 face? The beginning sound in face is /f/.” Teacher asks the students, “What is the ending sound in face? The ending sound in face is /s/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in face is /long a/ .” Then, teacher blends the word /fffaaaccce/. Alternate between teacher and students five times. Teacher and students say the word /face/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1922 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: name likes come join twists
Block 3: Phonics/Letter Formation – We will read the story My Circus. 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: long a, e and i, consonant blends, r-controlled, soft and hard c, th and long oo. Letter sounds: hard and soft c, long vowels, th, r-controlled /Әr/, /oi/, /ow/ and long /oo/. Story word count: 142 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words name likes come join twists animal green play clown like twirl after dance call 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?

My Circus by Amy Logan Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story My Circus. 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 My Circus by Amy Logan What is the title of the story? Who is the author? What do you think this story is about? 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?

Block 3: Phonics/Letter Formation – We will read the story My Circus.
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 a circus is a group of people and animals that perform tricks. Explain to the students that amazing means very good. Definition “Come to my circus! Amazing Max is my name. Join me in the big green tent,” said Max. Assist students in reading the words circus and amazing. Students may need help reading multisyllable words. Select five individual students to blend and segment the words name and join. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound in join? Point to the high-frequency word my on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Come to my circus! 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 character’s name? Where does he want you to come? 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 a circus is a group of people and animals that perform tricks. Definition You can see animals at my circus. You can see clowns and balloons. You can play games and go on rides. Assist students in reading the words circus and balloons. Students may need help reading multisyllable words. Students have not been taught words that have double consonants in the middle. Select five individual students to blend and segment the word clown. What is the beginning sound of the word? What is the ending sound of the word? Does the word clown have a consonant blend? What is the blend? Point to 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 can you see at a circus? 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. You can see an elephant at my circus. Molly is her name. She is an elephant who likes to twirl and dance. Explain to the students that a circus is a group of people and animals that perform tricks. Definition Assist students in reading the words elephant, circus and Molly. Students may need help reading multisyllable words. Students have not been taught that the letter ‘y’ makes the long e at the end of a word. Ask five students to read the words dance and twirl. 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? Point to the high-frequency word who 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 can you see at a circus? What is the elephant’s name? 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 a circus is a group of people and animals that perform tricks. Explain to the students that a juggler is a person who juggles objects in the air. Definition You can see a juggler at my circus. Jack is his name. Jack can juggle six things at the same time. Assist students in reading the words juggler and circus. Students may need help reading multisyllable words. Students have not been taught words that have double consonants in the middle. Select five individual students to blend and segment the words six and time. What is the beginning sound of the word? What is the ending sound of the word? what is the medial sound of the word six? 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? What can you see at the circus? What is the juggler’s name? 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 a circus is a group of people and animals that perform tricks. Definition There is a clown at my circus. Samuel is his name. He twists balloons into animal shapes. Assist students in reading the words circus, Samuel and balloons. Students may need help reading multisyllable words and names. Students have not been taught words that have double consonants in the middle. Select five individual students to blend and segment the word shape. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 can you see at the circus? What is the clown’s name? 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 a circus is a group of people and animals that perform tricks. Explain to the students that fireworks is a powder that explodes to make light and noise in the sky. Explain to the students that sparkle means to shine brightly with pops of light and colour. Definition There is a surprise at my circus. After the big show, you can see fireworks. The sky will sparkle and glow. Assist students in reading the words circus, surprise, fireworks and sparkle. Students may need help reading multisyllable and compound words. Select five individual students to blend and segment the words glow and sky. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 can you see at the circus after the big show? 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 a circus is a group of people and animals that perform tricks. Definition “That is my circus. Give me a call. Let me know if you can come and see my circus show!” said Max. Assist students in reading the word circus. Students may need help reading multisyllable words. Select five individual students to blend and segment the words call and show. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word give 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? Who is the narrator of this story? Is it a character narrator or an unknown narrator? Retell the story. 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. 179 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 Words p. 49 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 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. 118 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

Story or Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development Story or Lesson Vocabulary Wiggle means to move from side to side or up and down. 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 informative. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give each student a pencil and crayons. Directions: Students will read the word given and then write a word that rhymes with that word. Then, students will write the rhyming word and draw a picture of that word. For example for cake, student may write bake, take, rake, or lake. cube: lube, tube spoon: moon, June, prune, tune, soon ear: tear, hear, cheer, spear light: bright, right, knight, night lime: time, climb, crime, slime 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 the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 something about the topic.

Block 6: CAP/ Reading Comprehension – Literature
Reading Activity 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. A plot is the events in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. Remember the Concepts The Power of Colour 1. Monique lived in Rainbow Land. 2. One day, a grey lizard wiggled1 on the rainbow road. 3. “Why am I always grey?” he asked. 4.“You need to be tapped by a rainbow person,” said Monique. 5. She reached down and tapped him. 6. The grey lizard now had a rainbow body words 1. What is the purpose of the text? A to entertain B to inform C to persuade 2. Describe Monique, the rainbow person. A mean B kind C scared 3. What is the problem of the story? A The rainbow road is hard to get to. B Grey lizard is always grey. C Monique touches the lizard and gives him a rainbow body. 4. What is the solution to the story? A Monique is a rainbow person. B Grey lizard is always grey. gives him a rainbow tail. 5. Retell something that happened in the story. 1 to move from side to side or up and down Definitions Answers will vary.

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?” The Terrible Plop (2009) by Ursula Dubosarsky, Puffin Australia Quest (1999) by Aaron Becker, Walker Books Going on a School Trip (2000) by Diane Church, Watts Polar Regions (2000) by Alison Balance, Pearson Education Australia 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?

We will write informative text.
Block 7: Grammar (Write informative text.) Learning Objective Teacher will need to provide the topic. Lesson was left blank for teacher and students to brainstorm ideas for the informative text. Fill-in the graphic organizer using the whiteboard. Please prompt students to think of facts about the topic. Teacher Note We will write informative text. Review 1 Read the topic. 2 Write two to three facts about the text. (write in table) Write informative text. An informative text gives facts about a topic. A topic is what the text is about. Facts are real pieces of information. Remember the Concept topic Facts Fact #1 Fact #2 Fact #3

__________________________________________________________
Block 7: Grammar (Write informative text.) Review Lesson was left blank for teacher and students to brainstorm facts about the topic. Fill-in the graphic organizer using the whiteboard. Provide words in the Word Bank for the students. Teacher Note 3 Write informative text. (use the table) a Write the topic first. b Write three facts about the topic. Write informative text. An informative text gives facts about a topic. A topic is what the text is about. Facts are real pieces of information. Remember the Concept ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________ Word Bank

Informative Checklist
Block 7: Grammar (Edit written text.) Learning Objective Declare the Objective We will edit your written informative text. What will we do to the text? We will ______________. Explain to the students they will use the Informative Text Checklist to edit their written text. Teacher Note Skill Development & Guided Practice 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Look for the topic sentence and 3-4 facts about the topic. (check) b Look for errors in capitalisation. (check) c Look for errors in punctuation. (check) Edit written text. Edit means to look for errors in your writing. Concept Informative Checklist Has a topic. Has 3-4 facts about the topic. Uses a capital letter at the beginning of each sentence. Uses a capital letter at the beginning of a person’s name. Uses ending punctuation.

To present means to talk in front of people. To present:
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 text. What will we present? We will present________ Concept Development There are many animals that live in the ocean. 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 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? Skill Development & Guided Practice Teacher reads the text to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading the text to their partner. Select five students to read the informative text to the class, if time allows. Teacher Note: Method of Delivery

Tell me something about the story, My Circus.
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, My Circus. Blend and segment the word clown. Does the word clown have a consonant blend? Explain your answer. Retell me what happened in the story or text we read. Use the high-frequency words not, only and over in a sentence.

Year 1 - Term 4, Day 41 Review Click here for the pacing calendar:

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