Foundation - Term 4, Day 32 Learning to Read.

Foundation - Term 4, Day 32 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

Letter Patterns 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

ran so this they help now at has from do like see play go
Block 1: Opening Daily Review High-Frequency Words ran so this they help now at has from do like see play go 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 train only have one syllable? (*make sure to emphasise the vowel sound) “Train has only one syllable because ___________.” Why does the word basket have two syllables? (*make sure to emphasise the vowel sounds) “basket 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 rain balloon

1 2 3 Count syllables. Block 2: Phonemic Awareness black dolphin
Skill Development & Guided Practice Count syllables. 1 2 3 black dolphin kangaroo 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 (black). 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., b/lack). For two-syllables or more, separate the sounds by syllables (ex., dol/phin). 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 3 Count syllables. Block 2: Phonemic Awareness paint glue broccoli
Skill Development & Guided Practice Count syllables. 1 1 3 paint glue broccoli Students are practising counting syllables. Counting syllable strategies is to clap or tap for each vowel sound or hands under chin to count the number of times the chin drops. Say the word (paint). 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., p/aint). For two-syllables or more, separate the sounds by syllables (ex., broc/co/li). 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# 1885 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: toad frog short and smooth long
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 text. The first four columns are review words, and the last (grey) column is high-frequency words from the text. Text word count: 73 words Teacher Note toad frog short and smooth long moist are teeth land jump like be but 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?

Toads and Frogs by Lisa Frank Solving Math Problems
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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. Toads and Frogs by Lisa Frank 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

Toads and frogs are not the same.
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 word same. Students have not been taught the long a spelling pattern a_e. Ask five students to read the sentence, “Toads and frogs are not the same.” Teacher says, “Point to a high-frequency word and read it to your partner. Then, get ready to read it to me.” Choose up to five students to read high-frequency 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? Toads and frogs are not the same. Are toads and frogs the same? Look at the picture, do frogs looks the same? What is different? Comprehension

Toads have short legs. Toads like to run and hop.
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 word have. Students have not been taught the long a spelling pattern a_e. Ask five students to read the sentence, “Toads like to run and hop.” Teacher says, “Point to a high-frequency word and read it to your partner. Then, get ready to read it to me.” Choose up to five students to read high-frequency 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? Toads have short legs. Toads like to run and hop. Does the image give information that toads have short legs? What do toads like to do? Can you run and hop like a toad? Comprehension

Frogs have long legs. Frogs like to jump.
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 word have. Students have not been taught the long a spelling pattern a_e. Ask students to read the sentence, “Frogs like to jump.” Teacher says, “Point to a word that ends with the letter /p/. Read it and get ready to read it to me.” 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? Frogs have long legs. Frogs like to jump. Does the image give information that frogs have long legs? Do frogs like to run? What do frogs like to do? Comprehension

Toads have dry and bumpy skin. Toads like to be on land.
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 have, dry and bumpy. Students have not been taught the various long vowel patterns (long i with y, long a as a_e; and long e as y). Ask five students to read the sentence, “Toads like to be on land.” Teacher says, “Point to the word and, read it to your partner and get ready to read it to me.” Choose up to five students to read the high-frequency word and. 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? Toads have dry and bumpy skin. Toads like to be on land. Describe what a toad’s skin looks like. Comprehension

Frogs have moist and smooth skin. Frogs like to be in the water.
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 moist is another word for wet. Explain to the students smooth means not bumpy or rough. Consider bringing in something smooth and bumpy so students can feel the difference. Definition Assist students in reading the word have. Students have not been taught the long a spelling pattern a_e. Ask students to read the sentence, “Frogs like to be in the water.” Select five individual students to blend and segment the word water. 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? Frogs have moist and smooth skin. Frogs like to be in the water. Describe what a frog’s skin looks like. Comprehension

Frogs have teeth and toads do not!
Block 3: Phonics/Letter Formation – We will read Toads and Frogs. 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 word have. Students have not been taught the long a spelling pattern a_e. Ask students to read the sentence, “Frogs have teeth and toads do not!” Teacher says, “Point to a word that ends with the /th/ sound. Read the word and get ready to read it to me.” 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? Frogs have teeth and toads do not! What do frogs have that toads do not? Does the image give information that frogs have teeth and toads do not? Comprehension

Block 3: Phonics/Letter Formation – We will read Toads and Frogs.
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 word same. Students have not been taught the long a spelling pattern a_e. Also, students will need help reading eat. Students have not been taught the long e spelling pattern ea. Teachers says, “Point to a high-frequency word on the page. Read it to your partner and get ready to read it to me.” 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? Toads and frogs are not the same, but toads and frogs like to eat bugs! What is the purpose of the text? Is it to tell a story or to tell facts? Tell me a fact from the text. How do you feel about the text? Did you like it? Why or why not? Comprehension

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. 161

ran I ran after the ball. The dog ran after the ball.
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 ran I ran after the ball. The dog ran after the ball. 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 Declare the Objective We will read descriptive words. What will we read? We will read _______. Concept Development Consider bring different things for students to describe as being big or small. 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 is to tell about something or someone. We can tell about how they look or how they act. big Big is to say that something is large. small Small is to say that something is not large. Point to a vocabulary word and ask: What is big? Big is________. What is small? Small is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to big and ask, “What is big?” Point to small and ask, “What is small?”(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 Teacher Guided: Read high-frequency words Rotational Activity 3 Write 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 slides one through two. Print one-sided. Cut out the pictures on slide one and give each student slide two. Each student will need crayons. Directions: Have the students say the name of the picture and then, segment the sounds. Then, have the students use the chart to graph the number of syllables in each word. Students can use any colour to graph the number. Remind students to use the strategies of tapping or clapping to determine the number of syllables in a word. 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, five and six single-sided. Give each student a pencil and slide six. Cut up slides four and five and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on the blank slide. Have the students come back after five or ten minutes and share the words that they found with the other students. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write two or more sentences describing what a toad looks like. Consider brainstorming ideas before writing. Directions: Ask the students to describe what a toad looks like and write two or more sentences about it. 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. Have students draw a picture of the toad. Prior to the activity, create an example for the students.

Tell me one part of a computer.
Block 6: CAP/ Reading Comprehension (Use computer skills.) Learning Objective What will we use? We will use ________. Declare the Objective We will use computer skills. Students will need access to a computer or computer lab to complete this activity. Consider partnering the students into pairs or groups, if computers are limited. Today’s lesson only focuses on the keyboard. Teacher Note Activate/Provide Prior Knowledge Look at the computer. Tell me one part of a computer. Students, you already know about computers. We know computers have many parts and these parts help us do things on a computer such as type or find information. Now, we will use computer skills to do things on a computer. Make the Connection

A computer is a machine that makes and holds information.
Block 6: CAP/ Reading Comprehension (Use computer skills.) Concept Development Consider bringing in a keyboard and mouse to show the different parts of these components. Explain to the students a mouse is not an animal but an object used to type and move things on a computer. Teacher Note A computer is a machine that makes and holds information. We use a keyboard and mouse to use a computer. A keyboard is used to type letters and numbers. Keyboards have letter and number keys1. A mouse is used to find and move things. A mouse is used for scrolling2 and selecting things. A mouse has buttons and a scroll wheel3. Name one thing on a keyboard. In your own words, what is a computer? “A computer is __________.” Checking for Understanding 1 buttons on board used for typing 2 to move information up and down on a computer screen 3 a small ball on a mouse that lets you do things on the computer Definitions

I go to school. I play at school. My name is Mrs Smith.
Block 6: CAP/ Reading Comprehension (Use computer skills.) Skill Development & Guided Practice For this activity, help students open a word processing program, so they can type the information. Consider removing the answers and typing with the students. Teacher Note 1 Listen for the directions. 2 Use a keyboard to type the information. a Use the letters and numbers on the keyboard to type. Use computer skills. A computer is a machine that makes and holds information. A keyboard is used to type letters and numbers. Keyboards have letter and number keys. Concept Directions: Type the following information, “I go to school.” Directions: Type the following information, “I play at school.” Directions: Type the following information, “My name is _________.” (Have students fill-in their own name.) Directions: Type the following information, “I am _____ years old. ” (Have students fill-in their own age.) I go to school. 2 How did I/you use the keyboard to type the information? Checking for Understanding I play at school. Have students go the following website to practise typing: /typing_en_uc.php dex.htm e.htm language-games.php Application My name is Mrs Smith. I am 6 years old.

We will write sentences.
Block 6: CAP/ Reading Comprehension (Review of Write sentences.) A sentence tells what a person or thing is doing. Sentences have a capital letter at the beginning. Sentences have a full stop at the end. Concept Learning Objective We will write sentences. Periodic Review 3 1 Look at the picture. a Who is the person or thing? (Pair-Share) b What is the person or thing doing? (Pair-Share) 2 Write a sentence telling about the picture. Use the word bank. (whiteboards) 3 Use a capital letter and full stop. Write sentences. Word Bank The fish, swims Greg, The boy, sleeps, naps The cat, plays Tina, The girl, eats 1 2 3 4 The fish swims. Greg naps. The cat plays. Tina eats. Extended Thinking Why is Emma reads. A sentence? “Emma reads. is a sentence because __________________________.” it tells what a person is doing

Tell me a fact about the text, Toads and Frogs.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: Name a fact from the text. What is the purpose of the text? Teacher Note Tell me a fact about the text, Toads and Frogs. How many syllables are in the word toad? What is a keyboard used for? Point to something big. Point to something small. Use the high-frequency word ran in a sentence.

Foundation - Term 4, Day 32 Learning to Read.

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