Different Texts Review

Different Texts Review
Year 1 - Term 4, Day 20 Different Texts 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. The story in the phonics block focuses on long vowels. Consider reviewing the long vowel poster. 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

thank then much help day long first before after know tell which full
Block 1: Opening Daily Review High-Frequency Words thank then much help day long first before after know tell which full also of than once has an from every 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 bake leaf cart car time wake jeep make sleep sheep sheet 12 ear 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. /bake/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /bake/ - /b/ /a//ke/.” 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 bake? The beginning sound in bake is /b/.” Teacher asks the students, “What is the ending sound in bake? The ending sound in bake is /k/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in bake is /long a/ .” Then, teacher blends the word /baaake/. Alternate between teacher and students five times. Teacher and students say the word /bake/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will make new words. Make a new word. bea- bee-
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. bea- bee- bea n bea ch bee t bee f Students are practising making a new word with the long e sound (ee, ea) by changing ending sounds. Say the word (cape). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: bea n. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in bean with /ch/. Now say bea ch.” Teacher and students alternate five times. Say the new word bea ch = beach. Continue to change sounds to make new words such as /ch/ in beach to /t/ in to make beet; /t/ in beet to /f/ to make beef. 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# 2075 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read a story. Kate and Nate’s Cake Counting Sheep
Block 3: Phonics/Letter Formation (Read a story.) 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 Select one story from this week’s reading: Kate and Nate’s Cake or Counting Sheep. Click the title to go to that story or text. Make sure each student gets a separate handout of the story selected. Read the story 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 story is read. Also, consider breaking students into groups or by partners. Students can read each other the story. Teacher Note We will read a story. Kate and Nate’s Cake by Bert Smith Counting Sheep by Terri Jackson 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? 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?

Kate and Nate’s Cake by Bert Smith Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate and Nate’s Cake by Bert Smith 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 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 story? Who is the author? Comprehension

This is Kate. She likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. This is Kate. She likes to bake cakes. 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? Ask five students to read the words Kate or bake. 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? What is the medial sound of the word? Phonics What does Kate like to do? Comprehension

This is Nate. He likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. This is Nate. He likes to bake cakes. Ask five students to read the words cake or bake. 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? What is the medial 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? What do Kate and Nate like to do that is the same? Is the narrator a character narrator or unknown narrator? How do you know? Comprehension

Kate tells Nate she will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate tells Nate she will make a cake for mum’s birthday. Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words will and make. Select five individual students to blend and segment the word. Do cake and make 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? What does Kate tell Nate? Is Kate life-like or imaginary? How do you know? Comprehension

Nate tells Kate he will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Nate tells Kate he will make a cake for mum’s birthday. Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words tell and cake. 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? Name another word that rhymes with make. 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 does Nate want to make for mum? Is Nate life-like or imaginary? How do you know? Comprehension

Kate says, “Let’s make a cake for mum together.”
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate says, “Let’s make a cake for mum together.” “Good idea,” says Nate. Assist students in reading the words let’s, idea and together. Students have not been taught contractions or multisyllable words. Ask students to read the words cake and Nate. 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? 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 does Kate say? What does Nate say? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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. Kate and Nate make a cake for their mum’s birthday. They make a big cake. Explain to the students that their means belongs to. Definition Assist students in reading the words their, mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words cake and make. 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 the high-frequency word and.” Teacher point to the high-frequency word they and says, “Read this 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? Who makes the cake? What kind of cake do they make? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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. Kate and Nate take the cake to their mum. Their mum is happy! Kate and Nate help eat up all the cake. Explain to the students that their means belongs to. Definition Assist students in reading the words their and happy. Students have not been taught the high-frequency word their or that in the word happy the letter ‘y” can make the long e sound. Ask students to read the words Kate, take or eat. Select five individual students to blend and segment the word. What medial sound do Nate, cake, and make have? Teacher says, “Point to the high-frequency word help.” Teacher points to the high-frequency word all and says, “Read this 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? Is the purpose of this story to entertain or inform? How do you know? Retell something that happened in the story. Comprehension

Counting Sheep by Terri Jackson Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Counting Sheep by Terri Jackson 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 What is the title of the story? 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?

This is Ethan. It is time for Ethan to go to sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. This is Ethan. It is time for Ethan to go to sleep. Ask five students to read the word for. 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? What is the character’s name? Is the narrator a character narrator or unknown narrator? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Counting Sheep.
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. Ethan climbs into bed. He tucks his feet in his sheets. Ethan tries to sleep. Explain to the students that tucks means to push into something. Definition Assist students in reading the words into and tries. Students have not learned the high-frequency word into and have not been taught to read irregular plurals using -ies. Ask five students to read the words feet and bed. 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? What is the medial sound of the word feet? 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 does Ethan do with his feet? What does Ethan try to do? Comprehension

Ethan cannot sleep! He keeps trying to sleep, but he cannot sleep!
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan cannot sleep! He keeps trying to sleep, but he cannot sleep! Assist students in reading the word cannot. Students have not been taught compound words. Students may also need help with reading trying even though they have been taught different ending forms (-s, -ed, -ing). Teacher points to a high-frequency word and says, “Read this word to your partner.” Teacher says, “Point to the high-frequency word he 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? Infer how Ethan feels. Why would Ethan be mad or sad at this point in the story? Comprehension

Ethan sees some sheep. Ethan will count the sheep to help him sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan sees some sheep. Ethan will count the sheep to help him sleep. Select five individual students to blend and segment the words sleep and help. What is the beginning sound of the word? Produce a word that rhymes with sheep. Read a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What does the picture/image tells us about the story? What information is in the picture that is not in the story? Comprehension

Ethan counts all of the sheep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan counts all of the sheep. Ask students to read the word counts. 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? Read a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? How do you know Ethan counted three sheep? Comprehension

Counting sheep helps Ethan go to sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Counting sheep helps Ethan go to sleep. Assist students in reading counting even though they have been taught different ending forms (-s, -ed, -ing). What is the beginning sound for the word sheep? Point to the high-frequency word go 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 problem of the story? Is counting sheep the solution to Ethan’s problem? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Counting Sheep.
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 busy means full of work or activities. Definition Assist students in reading the word busy. Students have not learned the s that has a /z/ sound and the letter y can make the long e sound. Students may also need help with reading sleeping, being and counted even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the words feet and night. 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? What is the middle sound of the word feet? Point to the high-frequency word had 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? When Ethan wakes up, he sees a sheep sleeping on his feet. The sheep had a busy night being counted. Tell me what happened in the story. Is the purpose of this story to entertain or inform? 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 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. 20 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. 47 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. 16 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

Lesson Vocabulary Block 4: High-Frequency Words & Voc. Development
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 Lesson Vocabulary

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 identify ways text is organised.
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Learning Objective Declare the Objective We will identify ways text is organised. What will we identify? We will identify________. Concept Development What is the difference between headings and a table of contents? The difference between headings and a table of contents are ______________.” Name a feature used to organised text. Checking for Understanding Text is organised using different features. Text uses table of contents, page numbers, headings and images. A table of contents has parts of a book and matching page numbers. Images are picture. Remember the Concept

1 2 What features are used to organise the text? Butterfly Life Cycle
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Skill Development & Guided Practice Text is organised using different features. Text uses table of contents, page numbers, headings and images. 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. 2 How did I/you identify ways the text is organised? Checking for Understanding What features are used to organise the text? Table of contents Page Numbers Headings Images Butterfly Life Cycle Butterflies go through a life cycle. A butterfly has four stages in its life cycle. Each stage is different. The life cycle of a butterfly can take a month or year. Table of Contents Butterfly Life Cycle 2 Egg Stage 3 Caterpillar Stage 4 Pupa Stage 6 Adult Butterfly 8 1 2

3 4 What features are used to organise the text? Table of contents
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Skill Development & Guided Practice Text is organised using different features. Text uses table of contents, page numbers, headings and images. 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. 2 How did I/you identify ways the text is organised? Checking for Understanding What features are used to organise the text? Table of contents Page Numbers Headings Images Egg Stage Butterflies lay lots of tiny eggs on a leaf or plant. They lay them on a leaf, so the tiny eggs can eat the leaf. The eggs grow to the size of a pinhead. The caterpillar grows inside the eggs for one to two weeks. Caterpillar Stage Soon, the tiny caterpillars come out of the egg. The caterpillars eat lots of leaves. When a caterpillar gets too big for its skin, it sheds it and keeps eating. Caterpillars eat for three to four weeks. 3 4

Block 6: CAP/ Reading Comprehension (Identify ways text is organised.)
Relevance Does anyone else have another reason why it is relevant to identify ways text is organised?(Pair-Share) Why is it relevant to identify ways text is organised? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Text is organised using different features. Text uses table of contents, page numbers, headings and images. 1 Identifying ways text is organised will help you find information about something. If I want learn how to play soccer, I can use the table of contents. I can go to that page number and look for the heading. Then, I can read how to play soccer.

What features are used to organise the text?
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Skill Closure Text is organised using different features. Text uses table of contents, page numbers, headings and images. A table of contents has parts of a book and matching page numbers. Images are pictures. Remember the Concept 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. What features are used to organise the text? Table of contents Page Numbers Headings Images Adult Butterfly The butterfly will turn into an adult inside the shell. When the shell breaks, it spreads its wings. The wings need to dry. Once their wings are dry, they can flap their wings and fly away. Rugby Rugby is played by men, women and children. Two teams of 15 play against each other. Each team must score as many points as possible. Extended Thinking The text is organised using a heading, an image and a page number. Look at the text. What features are used to organise the text? The text is organised _______________. 5 Summary Closure What did you learn today about identifying ways text is organised? (Pair-Share)

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Learning Objective We will read fluently. To read fluently means to read in a smooth1 and easy way. Read without mistakes. Read like the way we talk. Concept Periodic Review 2 1 Teacher reads text. Students track. 2 Track and read aloud with teacher. (choral reading) 3 Read fluently by reading smooth like the way we talk. Use the hints, so you don’t make mistakes. (read aloud) Read fluently. Reading Fluently Hints Text Pause at a comma (,) Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.) Train Ride I see many things on a train. I see a plane, flying in the rain. I see a sheep, playing by a jeep. I see a boat, floating in a moat. I see a kite, up in flight. I see a mule, playing in a pool. I see many things on a train! 53 words Extended Thinking Read the above text to your partner.

Liam’s First Day Of School
Block 7: Grammar – Reviewing verbs, nouns and pronouns. Grammar Review A verb is an action word. A verb shows what someone or something is doing. A noun names a person, a place, or a thing. A pronoun is a word that replaces a noun. Remember the Concepts Read the text. Liam’s First Day Of School 1. Today, Liam walks to school. 2. He packs a bag. 3. He puts paper and pencils in the bag. 4. Liam puts on a blue shirt. 5. He slowly walks to school words Write all the verbs, nouns and pronouns from the text in the columns. Note: Some words will be duplicated. Students can just write it once. Verbs Noun Pronouns walks Liam he packs school puts bag paper pencils shirt

Tell me something about the story
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the story Kate and Nate’s Cake or Counting Sheep. (Provide a word for the students to blend and segment.) Tell me a way text is organised. Use the high-frequency words much, then or thank in a sentence.

Different Texts Review

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