1. Learning to Read Foundation - Term 4, Day 31
Click here for the pacing calendar:

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

3. 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

4. so that new has be at not but there now said from play to
Block 1: Opening
Daily Review
High-Frequency Words so
that
new
has be at
not
but
there
now
said
from
play to
Teacher selects five or more high-frequency words to review. Select the words based on student needs and time.
Consider creating a word wall with all the high-frequency words taught up to term 3.
Teacher first reads a High-Frequency Word.
Students chorally read the High-Frequency Word.
CFU options:
1. Teacher asks for non-volunteers to read the word he is pointing to aloud.
2. Teacher asks students to put their finger on the word ________.
3. Teacher asks students to whisper the word he is pointing to.
4. Teacher asks students to read the word she is pointing to in a squeaky voice.
Teacher Note: Method of Delivery

5. We will segment and blend words.
Block 2: Phonemic Awareness (Cumulative phonics activity.)
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.
Remember the Concept
frog
2 sing
long
4 leg
fast
best
grasp
8 hint
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. /frog/
Students repeat the word. Alternate between teacher and students five times.
Teacher says, “Let’s say the sounds in /frog/ - /f/ /r/ /o/ /g/.”
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 frog? The beginning sound in frog is /f/.”
Teacher asks the students, “What is the ending sound in frog? The ending sound in frog is /g/.”
Then, teacher blends the word /fffrrrooog/. Alternate between teacher and students five times.
Teacher and students say the word /frog/. Alternate between teacher and students five times.
Teacher Note: Method of Delivery

6. 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
frog
log 2
toad
boat 3
clock
kick 4
sleep
peep
sheep 5
hill
bell
ball 6
shout
trout
out
yes no no
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
yes

7. Wheel of FUN WOF# 2105 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?

8. 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?

9. 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?
What do you think this text is about?
Comprehension

10. 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 words toad or frog.
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?
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.
What is the text about?
Comprehension

11. 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 words short or leg.
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?
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.
What do toads have?
What do toads like to do?
Comprehension

12. 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 word long.
Select five individual students to blend and segment the words.
What is the beginning sound of the word?
What is the ending sound of the word?
Name a high-frequency word on the page.
Phonics
Solving Math Problems
1 What am I trying to find?
2 What do I know about this idea?
3 What amounts do I know?
4 Solve the problem or answer the question.
5 Did I answer all parts of the question?
Frogs have long legs. Frogs like to jump.
What do frogs have?
What do frogs like to do?
Comprehension

13. 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 words skin or land.
What is the beginning sound? What is the ending sound?
Teacher says, “Point to the word be, read it to your partner and get ready to read it to me.”
Choose up to five students to read the high-frequency word on.
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.
What do toads have?
What do toads like?
Comprehension

14. 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 words moist or smooth.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of the word?
Teacher says, “Point to a word that begins with the /w/ sound.”
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.
What do frogs have?
What do frogs like?
Comprehension

15. 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 word teeth.
Select five individual students to blend and segment the word.
What is the beginning sound of the word?
What is the ending sound of the word?
Teacher says, “Point to a word that begins with the /t/ sound.”
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?
What do toads not have?
Comprehension

16. 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.
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?
Toads and frogs are not the same, but toads and frogs like to eat bugs!
Tell me something different or not the same about toads and frogs.
What do they both like to eat?
Comprehension

17. 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. 159

18. Wheel of FUN WOF# 1835 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?

19. 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. 88
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

20. 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 bringing different things for students to describe as being tall and short.
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.
tall
Tall is to say that a person is big in height.
short
Short is to say that a person is small in height.
Point to a vocabulary word and ask:
What is tall? Tall is________.
What is short? Short is________.
Checking for Understanding
Skill Development & Guided Practice
Have five students respond to the statement:
Point to tall and ask, “What is tall?” Point to short and ask, “What is short?”(Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

21. 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.

22. Wheel of FUN WOF# 2095 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?

23. Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster.
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Reading Comprehension Strategies ACELY 1660, ACELY 1659
Suggested Story Choices
Respond to Text Poster
ACELT 1583
CAP
Discuss the front cover, back cover, author, illustrator and title of the book before reading.
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?”
May I Please Have a Cookie (2005) by Jennifer Morris, Cartwheel Books.
Giraffes Can’t Dance (2012) by Giles Andreae, Cartwheel Books.
Opposites (1982) by Sandra Boynton, Little Simon.
Describing Animals: Smooth, Orange, Colorful (2014) by Dwight Kuhn, Galloping Turtle Books.
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?

24. 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?
Who was the character?
What happened in the story?
Teacher Note
Tell me a fact about the text, Toads and Frogs.
Blend and segment the word hop.
Retell me something about the story or text we read today.
Point to someone who is tall. Point to something that is short.
Use the high-frequency word ran in a sentence.