Digital Learning Review

Digital Learning Review
Year 1 - Term 4, Day 40 Digital Learning 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 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

take good number stop right through over only not thank then much help
Block 1: Opening Daily Review High-Frequency Words take good number stop right through over only not thank then much help day long which tell know never why come Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

We will 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 rock ring green cook food book foil boil moon spring clean 12 meat 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. /rock/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /rock/ - /r/ /o//ck/.” 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 rock? The beginning sound in rock is /r/.” Teacher asks the students, “What is the ending sound in rock? The ending sound in rock is /ck/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in rock is /short o/ .” Then, teacher blends the word /rrrooock/. Alternate between teacher and students five times. Teacher and students say the word /rock/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will make new words. Make a new word. -ow
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. -ow r/ow m/ow sn/ow gr/ow Students are practising making a new word by changing beginning sounds. Digraphs and consonant blends can be used as beginning sounds, too. Say the word (row). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: r/ow. Teacher and students alternate five times. Teacher will say, “Now, we will change the /r/ in row to /m/. Now mow m/ow (onset/rime).” Teacher and students alternate five times. Say the new word m/ow = mow Continue to change and add sounds to make new words such as /m/ in mow to /s//n/ in snow and /g//r/ to make the new word grow. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime. Teacher Note: Method of Delivery

Wheel of FUN WOF# 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 the text. Solving Math Problems
Block 3: Phonics/Letter Formation (Read the text.) 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 the text. Select one text from this week’s reading: How to Cook or The Four Seasons. Click the title to go to that text. Make sure each student gets a separate handout of the text selected. Read the text as a group. Select a student to read one sentence or one page at a time. Student than chooses a different student to read the next sentence (popcorn reading). Continue until the text is read. Also, consider breaking students into groups or by partners. Students can read each other the text. Teacher Note How to Cook The Four Seasons Throughout the story, have students answer comprehension questions: What is the title of the book? Who is the author of the book? Name a character from the book. Was there more than one character? What was the story about? Retell me something that happened. How did you feel about the story? Name a fact from the text. What is the purpose of the text? Is the text fiction or non-fiction? 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? by Mark Smith by Hanna Mars

How to Cook by Mark Smith Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 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 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 How to Cook by Mark Smith What is the title of the text? Who is the author? Comprehension Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Do you know how to cook? There are many ways to cook food.
Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 know means to have information about something. Explain to the students that know is different than no that means you can’t do something. Definition Do you know how to cook? There are many ways to cook food. Read the sentence, “There are many ways to cook food.” Select five individual students to blend and segment the word way. What is the beginning sound of the word? What is the ending sound of the word? Do know and how rhyme? How do you know? Do the words know or how have the ow /ow/(insert sound) sound? If no, say the ending sound for each 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 is the text about? What type of literature is this? Fiction or non-fiction? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook.
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 fry means to cook something in hot oil. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on a stove. People can boil rice and noodles. People can fry meat and vegetables. Assist students in reading the word vegetables. Students may need help reading multisyllable words. Read the sentence, “People can boil rice and noodles.” What is the medial sound in the words noodles? What is another word with the medial long /oo/(insert sound) sound on the page? Produce a word that rhymes with rice. 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? Name one fact about cooking food on the stove. (Pair-Share) 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. People can cook food in the oven. People can broil meat and fish. People can bake bread and cakes. Explain to the students that the word broil means to cook food under a direct heat or flame. Definition Ask students to read the word broil. Produce two words that rhyme with broil. Read the sentence, “People can bake bread and cakes.” If we change the /b/ in bake to /k/ what word would be the new 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 people broil? What can people bake in an oven? Do the pictures support the text that fish and bread can be cooked in the oven? Explain your answer. 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. People can cook food in the microwave. A microwave cooks all foods like meat, dairy and vegetables. Explain to the students that a microwave is a kind of oven that cooks food very fast. Definition Assist students in reading the words microwave, dairy and vegetables. Students may need help reading multisyllable words and have not been taught the letter y makes the long e sound. Read the sentence, “People can cook food in a microwave.” Point to a high-frequency word on the page and read it. 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 a microwave? What can be cooked in a microwave? 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 barbie is an outside grill that you cook food on. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on the barbie. People can grill meat and vegetables. Assist students in reading the words barbie and vegetables. Students may need help reading multisyllable words. Read the sentence, “People can cook food on the barbie.” Ask students to read the word grill. Produce two words that rhyme with grill. Point to the high-frequency word people 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? Does the image give us information about what can be cooked on the barbie? Explain your answer. What do people cook on a barbie? 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 raw means food that is not cooked. Explain to the students that a vegetable is a plant that is used for food. Definition Some food does not need to be cooked. People can eat fruit and vegetables raw. Assist students in reading the words raw and vegetables. Students may need help reading multisyllable words. Students have not been taught that the spelling pattern aw makes the short o sound. Ask students to read the word cooked. What is the different ending form on the word cooked? Point to the high-frequency word does 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 people eat raw? What does raw mean? 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. There are many ways that people can cook food. But if you are really hungry, grab a fruit or vegetable. Assist students in reading there, hungry and vegetable. Students have not been taught the high-frequency word there and may need help reading multisyllable words. Read the sentence, “There are many ways that people can cook food.” Point to the high-frequency word that 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 is the purpose of the text? Is it to entertain or to inform? Name a fact from the text. What way would you like to cook food? Comprehension

The Four Seasons by Hanna Mars Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. 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 The Four Seasons by Hanna Mars What is the title of the text? Who is the author? Comprehension Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Block 3: Phonics/Letter Formation – We will read the text The Four Seasons.
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 season is a time of year that has a particular type of weather. Definition Earth has four seasons. The seasons are spring, summer, autumn and winter. Assist students in reading the words seasons, summer, autumn and winter. Students may need help reading multisyllable words and words with double consonants in the middle. Select five individual students to blend and segment the word four. 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? How many seasons does Earth have? What type of literature is this? Fiction or non-fiction? How do you know? 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 season is a time of year that has a particular type of weather. Definition Assist students in reading the words season, warmer and flowers. Students may need help reading multisyllable words. Ask five students to read the words start and flowers. 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 when 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? Spring is the season when days get warmer. Many plants, flowers and trees start to grow. Name one fact about the spring. (Pair-Share) 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 season is a time of year that has a particular type of weather. Explain to the students that a tomato is a red or yellow fruit that you eat. Definition Summer is the season when the days get hot. Summer has the longest and warmest days. Many crops grow in the summer like corn, tomatoes and rockmelon. Assist students in reading the words summer, season, longest, warmest and tomatoes, and rockmelon. Students have not learned irregular plurals and words with double consonants in the middle. Student have not been taught the ending form –est. Students may need help reading multisyllable words. Read the sentence, “Summer is the season when the days get hot.” If we change the /g//r/ in grow to /m/ what word would be the new word? Point to the high-frequency word some 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 crops grow in the summer? Do the pictures support the text that corn, tomatoes and rockmelon grow in the summer? Explain your answer. 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. Autumn is the season when the days get cool. In some places, the leaves change colour. The leaves change from green to red, yellow, orange or brown. Then, the leaves fall to the ground. Explain to the students that a season is a time of year that has a particular type of weather. Definition Assist students in reading the words autumn and leaves. Students have not learned about irregular plurals. Students may need help reading multisyllable words. Select five individual students to blend and segment the words brown and ground. What is the beginning sound of the word? What is the ending sound of the word? what is the medial sound of the word brown? Point to the high-frequency word then 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 is a fact about autumn? 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 season is a time of year that has a particular type of weather. Explain to the students that a eucalyptus is a tree that keeps its green leaves in the winter. Explain to the students that a juniper is a shrub that keeps its green leaves in the winter. Definition Winter is the season when the days are very cold. Most trees and plants stop growing. Some plants stay green like eucalyptus and juniper. Assist students in reading the words eucalyptus, juniper, season, winter and shortest. Students may need help reading multisyllable words. Students have not learned irregular plurals. Student have not been taught the ending form –est. Select five individual students to blend and segment the word green. Does the word green have the hard g /g/ (insert sound) sound? What is another word that has the hard g /g/ (insert sound) sound? 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? Name a fact about winter. Do the pictures support the text that In the winter some plants have green leaves? Explain your answer. 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. Winter has the shortest days, and can be very cold and rainy. In some places, frost or snow can cover the ground and plants. Assist students in reading the words winter, rainy and shortest. Students may need help reading multisyllable words. Student have not been taught the ending form –est. Select five individual students to blend and segment the word ground. 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 is a fact about winter? Comprehension

Every year, Earth has four seasons.
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. 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 season is a time of year that has a particular type of weather. Definition Every year, Earth has four seasons. Assist students in reading the words Earth, four and seasons. The our in four makes the r-controlled /or/ sound. Students may need help reading multisyllable words. Select five individual students to blend and segment the word year. 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? Name a fact from the text. Did you like the text? Why or why not. Comprehension

We will write words. Solving Math Problems
Block 3: Phonics/Letter Formation (Write words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 178 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. 14 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. 117 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 and Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development Story and Lesson Vocabulary 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

Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities Open Time: Teacher’s Choice Review concepts and skills taught from the previous weeks.

We will write using a computer.
Block 6: CAP/ Reading Comprehension (Write using a computer.) Learning Objective Students will need access to a computer or computer lab to complete this lesson. Consider partnering the students into pairs or groups if computers are limited. For this lesson, students will need to use a mouse and keyboard. Teacher Note We will write using a computer. Periodic Review 1 1 Listen to the instructions. 2 Click on the word processing program. 3 Save the document. a Click file in the left-hand corner. b Click save as. c Click desktop. d Type your name and food in the file name box. e Click save. Write using a computer. A computer can be used to write a story or information. Concept

Apples are my favourite food. They taste sweet and
Block 6: CAP/ Reading Comprehension (Write using a computer.) Learning Objective Students will need access to a computer or computer lab to complete this lesson. Consider partnering the students into pairs or groups, if computers are limited. For this lesson, students will need to use a mouse and keyboard. Teacher Note We will write using a computer. Periodic Review 1 (continued) 1 Write using a computer. 2 Type the information using the keyboard. (use the spacebar between words) a Write your favourite food. b Tell why it is your favourite. c Click file and then save. Write using a computer. A computer can be used to write a story or information. Concept Apples are my favourite food. They taste sweet and fresh. Plus, you can pick from many different kinds.

We will revise writing. Teeth
Block 6: CAP/ Reading Comprehension (Revise writing.) Learning Objective Revise is to change writing to make it better. Delete sentences that do not belong to the topic. Add sentences when the writing needs more facts. Concept We will revise writing. Periodic Review 2 1 Read the writing. 2 Revise the writing. a Delete the sentence that does not belong. (circle) b Add sentences to put more facts in the writing. (circle) 3 Explain why you added that sentence. “The sentence was deleted/added because ____________.” Revise writing. Teeth 1. There are three kinds of teeth in your mouth. 2. First, are the incisors. 3. Incisors include your front top and bottom teeth. 4. When you are little, you lose your front teeth. 5. Another kind of teeth is your canine teeth. 6. Canine teeth are sharp words 1. Which sentence does not belong to the topic? A. Sentence 4 B. Sentence 5 2. Which sentence could be added to the topic? Molars are another kind of teeth. Teeth are used for eating. Extended Thinking Which sentence below can also be added to the text Teeth. A. Molars are the flat back teeth. B. It is important to take care of your teeth.

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?” Off to the Market (2013) by Elizabeth Dale, Frances Lincoln Children’s Books Amazing Grace (1991) by Mary Hoffman, Reading Rainbow Books Pet Guinea Pig (2003) by Robin Nelson, Lerner Publishing Group Can You Keep a Secret (2000) by Pamela Allen, Penguin Digital books for kids to read: 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 distinguish between open and closed sentences.
Block 7: Grammar (Distinguish between open and closed sentences.) Learning Objective Declare the Objective We will distinguish between open and closed sentences. What will we use? We will use_______. Grammar Workbook pp Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text How to Cook or The Four Seasons.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text 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? Name a fact from the text. What was the purpose of the text? Teacher Note Tell me something about the text How to Cook or The Four Seasons. (Provide a word for the students to blend and segment.) Tell me about the text or story we read today. Use the high-frequency words number, good or take in a sentence.

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