Foundation - Term 4, Day 44 Review.

Foundation - Term 4, Day 44 Review

Today is ________________.
Block 1: Opening Daily Review You will need to type the date each day in the PowerPoint or write it on the board. As the program progresses, consider having students write or contribute to the daily message. Topic Suggestions: Teacher says; students repeat. Weather: “It is hot today.” Activities taught yesterday: “We learned the letter ____ yesterday.” Activities for today: “Today, we will write our names.” Teacher Note Use "Frere Jacques“ melody to sing: Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun! Activity: Daily Message Chant Today is ________________. Students, this is our daily message. It tells us the date. Please follow along as I read the sentence. “Today is ____________ (day of the week, day of the month, month of the year and year.)” Message What is today’s date? “Today is _______________.” Tell your partner the date. Checking for Understanding

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

Term 1 Term 2 Term 3 Term 4 I see like a to my and play me for us the
Block 1: Opening Daily Review High-Frequency Words Term 1 Term 2 Term 3 Term 4 I see like a to my and play me for us the go he she it you is can up down look or from no yes jump run we are that of all said on off ate help they when am do now there but not at be has new this so ran saw away soon 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 make new words. Make a new word. -est
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. -est ch/est n/est w/est v/est Students are practising making a new word by changing beginning sounds. Say the word (chest). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: ch/est. Teacher and students alternate five times. Teacher will say, “Now, we will change the /ch/ in chest to /n/. Now say n/est (onset/rime).” Teacher and students alternate five times. Say the new word n/est=nest. Continue to change sounds to make new words such as /n/ in nest to /w/ in make new word west and /w/ in west to /v/ to make the new word vest. 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

We will make new words. Make a new word. mar-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. mar- Mar s mar ch mar k mar sh Students are practising making a new word by changing ending sounds. Explain to students that marsh is an area of soft wet land covered in grass or other plants and mark is a shape or line drawn on a piece of paper. Say the word (Mars). Teacher and students alternate five times. Teacher separates the sounds: Mar s. Teacher and students alternate five times. Teacher will say, “Now, we will change the /s (makes the z sound)/ sound to /ch/ make new word mar ch.” Teacher and students alternate five times. Say the new word mar ch = march. Continue to change sounds to make new word such as changing /ch/ in march to /k/ to make the new word mark and change /k/ in mark to /sh/ to make new word marsh. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the ending sound and by segmenting. Teacher Note: Method of Delivery

We will recognise rhyming words.
Block 2: Phonemic Awareness (Recognise 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 ________. Declare the Objective We will recognise 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? 1 snack black 2 lake rake 3 swam exam 4 tore wore sore 5 grain plane 6 jump junk juice yes yes yes 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 no no

Wheel of FUN WOF# 1965 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: zoo branch bat we tree sloth log
Block 3: Phonics/Letter Formation – We will read Zoo. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective What will we read? We will read________. Declare the Objective We will read text. Activate Prior Knowledge Read the words: Students get a separate handout of the text. This will need to be printed. Students will read the text that is comprised of the letter-sounds, letter patterns and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the story. The first four columns are review words, and the last (grey) column has high-frequency words from the text. Text word count: 111 words Teacher Note zoo branch bat we tree sloth log see all are can 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?

by Lacey Chavez Solving Math Problems
Block 3: Phonics/Letter Formation – We will read Zoo. 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. by Lacey Chavez 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

Block 3: Phonics/Letter Formation – We will read Zoo.
Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Assist students in reading the words going, animal and doing . Students have not been taught different ending forms (i.e., -s, -ed, -ing), and students have not been taught the long a sound in the word animal. Ask five students to read the sentence, “Zack and I are at the zoo.” Tell students, “ Choose a high frequency word from this page and read it to your partner. Then 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? Where is Zack? Is this literature fiction or non-fiction? How do you know? Comprehension Zack and I are at the zoo. We are going to see all the animals. We are going to see what they are doing.

Zack and I see a numbat. We can see it running on a log.
Block 3: Phonics/Letter Formation – We will read Zoo. 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 running. Students have not been taught different ending forms (i.e., -s, -ed, -ing) Ask five students to read the sentence, “Zack and I see a numbat.” Select five individual students to blend and segment the word log. How many syllables are in the word numbat? 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? Do the words tell you what a numbat looks like? Yes or no. Explain your answer. What is the numbat doing? Comprehension Zack and I see a numbat. We can see it running on a log.

Zack and I see a sloth. We can see it sleeping in a tree.
Block 3: Phonics/Letter Formation – We will read Zoo. 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 sleeping. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask students to read the sentence, “Zack and I see a sloth.” Teacher says, “ Choose a high-frequency word from this page and read it to your partner. Then 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? What is the sloth doing? Do the words give information that sloths have long claws? Yes or No. Explain your answer. What does the image tell us about sloths? Comprehension Zack and I see a sloth. We can see it sleeping in a tree.

Zack and I see a bat. We can see it hanging from a branch.
Block 3: Phonics/Letter Formation – We will read Zoo. 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 hanging. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Teacher says, “Point to a word on the page that has the /ch/ sound, read it to your partner and get ready to read it to me.” Name a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What is hanging from the branch? Does the image show that the bat is hanging from a branch? Yes or No. Explain your answer. Comprehension Zack and I see a bat. We can see it hanging from a branch.

Zack and I see a wombat. We can see it looking at us.
Block 3: Phonics/Letter Formation – We will read Zoo. 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 looking. Students have not been taught different ending forms (i.e., -s, -ed, -ing). How many syllables are in the word wombat? Teacher says, “Point to a high-frequency word on this page and 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? What is the wombat doing? What does the image tell us about wombats? Comprehension Zack and I see a wombat. We can see it looking at us.

Zack and I see a fox. We can see it sitting on a log.
Block 3: Phonics/Letter Formation – We will read Zoo. 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 sitting. Students have not been taught different ending forms (i.e., -s, -ed, -ing). Ask students to read the sentence, “Zack and I see a fox.” Select five students to read the word fox. What is the beginning sound of the word? What is the ending sound of the word? Do the words fox and log rhyme? How do you know? Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What is the fox doing? Do the words give information that a fox is sitting on a log? Yes or no. Explain your answer. Comprehension Zack and I see a fox. We can see it sitting on a log.

Block 3: Phonics/Letter Formation – We will read Zoo.
Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Assist students in reading the words going, seeing, doing, animals and what. Students have not been taught different ending forms (i.e., -s, -ed, -ing) or the high-frequency word what. Do the words going and doing rhyme? How do you know? 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? Zack and I like going to the zoo. We like seeing what all the animals are doing. Tell me something about the text. What was the purpose of the text? Was it to tell a story or to tell facts? How do you know? 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 Write the word on your own. 1 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. 172

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 ____. Checking for Understanding High-Frequency Sentences p. 59 Teacher and students read the high-frequency word, alternating between each other five times. 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. 97 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

Teacher Guided: Phonics Rotational Activity 2
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Rotational Activity 3 Read and write high-frequency words Rotational Activity 4 Teacher Guided: Write a story. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out slides one through three single-sided. Cut out each cards and make sure to shuffle them into a deck. Directions: Have students choose three cards from each deck. If students choose a matching pair, have the students set them aside. Instruct the students to take turns asking for a word they have to create more pairs. (“Do you have the word ________?” ) If another student has the word, they will give it to the student who asked. If the student does not have that word, have the student say, “Go Fish.” Then, the student who asked picks a card from the deck. Materials: Print out this slide and give each student a pencil. Directions: Ask the students to read the words in the word bank. Then, have students look at the pictures. Students will draw a line between the rhyming pictures pair and then write the names on the lines. Materials: Print out slides five, six and seven single-sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students choose four words and write them on the word row. Then, have students write a sentence using the word and read the sentence to other students. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a story about Jack the wombat and Roo the kangaroo. Consider brainstorming ideas before writing. Directions: Ask the students to look at the picture and write a story about the characters. 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.

I like to play soccer. I like to play
Block 6: CAP/ Reading Comprehension (Write about an experience.) Learning Objective An experience is something that happened to you. To write about an experience, write about what happened to you. Remember the Concept We will write about an experience. Periodic Review 5 1 Listen to the given experience. a Tell your partner about a time it was windy. (Pair-Share) 2 Write about the experience. Describe what happened to you. Write about an experience. Word Bank soccer ball bat cricket sport play fun friends Experience: Tell me about a time you were a part of a team. I like to play soccer. I like to play with my team. When my team works together, we make a goal! Extended Thinking Explain why the text below is an experience. The text is an experience because ________. One day, my mum got sick. I put her to bed and made her soup. I made sure she got rest to get better.

We will present an experience.
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 an experience. What will we present? We will present________ Concept Development 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 an experience Stand up Speak clearly Use your strong voice In a team, we play to win. Provide more examples of an experience such as In a team, we have fun. 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 a text to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading a fact or two from the previous lesson to their partner. Select five students to read their text to the class, if times allows. Remind the students to stand up, speak clearly and use their strong voice. Teacher Note: Method of Delivery

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?” Possum Magic (1991) by Mem Fox, Voyager Books. Frog and Toad are Friends (1970) by Arnold Lobel, HarperCollins. The Lorax (1971) by Dr. Seuss, Random House Books for Young Readers. The Story of Ferdinand (1936) by Munro Leaf, Viking. Madeline (1939) by Ludwig Bemelmans, London: Hippo. List of books: 1 Imaginative Text: What is the purpose of the text? (To tell a story or to tell facts) Who is the character? Name an event. Name a big event. How did the character make you feel? How did the story make you feel? Informative Text: Name a fact from the text. What is the main idea? 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?

Tell me something that happened in the text, Zoo.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something that happened in the text, Zoo. Tell me a letter sound or letter pattern you learnt. Use high-frequency words in a sentence.

Foundation - Term 4, Day 44 Review.

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