Year 1 - Term 4, Day 3 Different Texts.

Year 1 - Term 4, Day 3 Different Texts

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

R-Controlled Patterns /Ər/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /Ər/ -er ir ur her germ fern bird shirt stir Review r-controlled patterns. Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4. 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

tell know or never why hot full also of cold than has an from every
Block 1: Opening Daily Review High-Frequency Words tell know or never why hot full also of cold than has an from every any as could too once did 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

Say the name of the picture. What is the beginning sound? (Pair-Share)
Block 2: Phonemic Awareness Learning Objective What will we make? We will make________. Declare the Objective We will make new words. Students, you already know how to identify the beginning sound in a word. The words mat and cat have a different beginning sound, but the ending sound is the same. We can change the beginning sound in a word to make a new word like in /m/ in mat to make cat. Now, we will make new words. Make the Connection Activate/Provide Prior Knowledge Say the name of the picture. What is the beginning sound? (Pair-Share) Say the names of the pictures and then have students say them with you. The focus of this lesson is to understand that we can create new words by changing or substituting target sounds. Blends will not be used in this lesson. This lesson focuses on CVC word constructions and changing only beginning sounds. Teacher Note mat cat

To make new words, change the beginning sound.
Block 2: Phonemic Awareness Concept Development When explaining the changing of sounds, make sure to emphasise the /b/ in bat changed to /c/ in cat and so forth to make new words. Teacher Note To make new words, change the beginning sound. Checking for Understanding What sound in can was changed to make fan? How do you know? In your own words, how do we make new words? “To make new words, ______.” Change sounds ba- b/at c/at r/at

Make a new word. -oat Block 2: Phonemic Awareness b/oat c/oat g/oat
Skill Development & Guided Practice Make a new word. -oat b/oat c/oat g/oat m/oat Students are practising making a new word by changing beginning sounds. Explain to the students that a moat is a huge wide hole filled with water that is around a castle. Say the word (boat). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/oat. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in boat to /c/. Now say c/oat (onset/rime).” Teacher and students alternate five times. Say the new word c/oat = coat. Continue to change sounds to make new words such as /c/ in coat to /g/ in goat and /g/ in goat to /m/ to make the new word moat. 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# 2155 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.)

turtle hurt Say the name of the picture.
Block 3: Phonics / Letter formation (Read r-controlled 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 read? We will read ________. Declare the Objective We will read r-controlled words. Click here to hear the sound. Activate/Provide Prior Knowledge Students, all words are made from different letters and sounds. These words are made with a vowel and the letter r. When the letter r comes after a vowel, it changes the vowel sound. These words are called r-controlled. Now, we will read r-controlled words. Make the Connection Say the name of the picture. turtle hurt There are five vowels: a, e, i, o and u. Remember the Concept 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? Read the name of the picture with the students. Teacher Note

R-Controlled Pattern – ur /Ər/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Concept Development 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. R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r “usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all such as in purple or burst Teacher Note sh /sh/ shop ur /Ər/ hurt R-controlled patterns with “ur” are usually found at the middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –ur. Is the r-controlled pattern –ur in the word cut? Yes/No Is the r-controlled pattern –ur in the word curl? Yes/No Checking for Understanding lf /l//f/ golf R-Controlled Pattern – ur /Ər/ turn fur 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? Not r-controlled words: truck, rub, rush

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. 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. Skill Development & Guided Practice Does the word have an r-controlled pattern? purple purse curve blur 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 the link above to play the sound. Explain to the students blur is a shape you cannot see clearly. Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ur usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound –ur. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as p(hold the –ur sound)pllle, p(hold the –ur sound)ssse, c (hold the –ur sound)vvve and blll(hold the –ur sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery ur - /Ər/ R-Controlled Pattern

1. The nurse bought a new purse. 2. Can your little brother turn the
Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice 1. The nurse bought a new purse. 2. Can your little brother turn the doorknob? 3. A turtle does not have fur. 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? Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery ur - /Ər/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice Ruby’s Birthday Today was Ruby’s birthday. We surprised her with a party. We made her hamburgers for dinner. We decorated the house with purple balloons. We gave her a purple purse. I am sure that she loved her birthday surprise. 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? Read Ruby’s Birthday. Read the text using r-controlled pattern –ur sound to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery ur - /Ər/ R-Controlled Pattern

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled 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 r-controlled 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. 142 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 Sentences p. 3 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

A Community is the group of people who live in the same area or town.
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 A Community is the group of people who live in the same area or town. Tentacles are long thin parts of a sea animal like a jellyfish. Rotate means to move in a circle around something.

Teacher Guided: Phonics Rotational Activity 2 Read a story
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read a story Rotational Activity 3 High-frequency word Rotational Activity 4 Teacher Guided: Write a narrative. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the picture and say the name of the picture. Have students circle the word that goes with the picture. Then, have the students write the word. Materials: Print out this slide and give a pencil to each student. Fold the paper into a tri- fold book. Directions: Teacher/assistant and students will track and read the high-frequency words. Then, students will trace the words. Materials: Print out the slide and give each student a pencil. Directions: Have the students read the word, write the word and use it in a sentence. Materials: Print out slides four and five and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. 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 and draw a picture for their narrative. Prior to the activity, create an example for the students.

We will compare images in imaginative and informative text.
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Learning Objective Declare the Objective We will compare images in imaginative and informative text. What will we compare? We will compare ________. Concept Development Which image would be used for informative text? A B What is the difference between images in imaginative text and informative text? Checking for Understanding Images are pictures that help tell about the text. Text Image Sharks Imaginative text tells a make-believe story. It uses make-believe images. 1. Sharkie was a pirate. 2. One day, Sharkie’s ship wrecked. 3. “Save the treasure!” yelled Sharkie words Informative text gives facts. It uses real images. 1. Sharks are fish. 2. Sharks live in the ocean. 3. Sharks have hundreds of teeth! 13 words

informative Nurses 1. A nurse is a person who helps sick people.
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Skill Development & Guided Practice Images are pictures that help tell about the text. 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. 2 How did I/you identify the type of text? 3 How did I/you compare the images? 4 How did I/you explain how the image tells about the text? Checking for Understanding Nurses 1. A nurse is a person who helps sick people. 2. Nurses help people at different places. 3. Nurses can work at a school to help sick students. 4. Nurses care for people at doctor’s offices and hospitals. 5. Nurses also help people in their communities1. 41 words Which nurse matches the text? informative The first picture matches the text because it is a real image of a nurse. 1 people who live in the same area or town Definitions

informative Jellyfish
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Skill Development & Guided Practice Images are pictures that help tell about the text. 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. 2 How did I/you identify the type of text? 3 How did I/you compare the images? 4 How did I/you explain how the image tells about the text? Checking for Understanding Jellyfish 1. Jellyfish live in the sea. 2. Jellyfish look like umbrellas. 3. Jellyfish can be large and brightly coloured. 4. Jellyfish have tentacles2. 5. Jellyfish use their tentacles to sting other fishes words Which jellyfish matches the text? informative The second picture matches the text because it is a real image of a jellyfish. It looks like an umbrella and has tentacles. 2 long thin parts of a sea animal Definitions

Images are pictures that help tell about the text.
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Relevance Images are pictures that help tell about the text. 1 Comparing images in imaginative and informative text will help you understand the text better. Does anyone else have another reason why it is relevant to compare images in imaginative and informative text?(Pair-Share) Why is it relevant to compare images in imaginative and informative text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Crocodiles 1. Crocodiles are reptiles. 2. Crocodiles are fast. 3. Crocodiles have sharp teeth. 4. Crocodiles eat fish, birds and other animals. 17 words Using the picture, we can tell this text is informative because it is real. We can also see what a crocodile really looks like.

imaginative The Fire Dog
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Skill Closure Images are pictures that help tell about the text. 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. The Fire Dog 1. Sparky the dog is the best firefighter. 2. Sparky uses the hose and puts the fire out. 3. Sparky also helps rescue a cat out of a tree words The second picture matches the text because it is a make-believe picture of a dog using the water hose. imaginative Extended Thinking Which image of the koala would be used for informative text? Explain your answer. The second picture would be used for an informative text because it is a real picture of a koala. Summary Closure What did you learn today about comparing images in imaginative and informative text? (Pair-Share)

Yes No We will use illustrations to support reading. Solar System
Block 6: CAP/ Reading Comprehension (Use Illustrations to support reading.) An illustration is a picture. An illustration gives information about the text. An illustration can add more details. Remember the Concept Learning Objective We will use illustrations to support reading. Periodic Review 3 Solar System 1. The Solar System is the group of planets that rotate1 around The Sun. 2. There are eight planets. 3. Mercury, Venus, Earth and Mars are the inner planets. 4. Jupiter, Saturn, Uranus and Neptune are the outer planets words 1. Does the illustration give information that the solar system has eight planets? Yes No 2. Does the illustration show the where the inner planets stop and the outer planets begin? 3. Does the illustration show that planets rotate around the sun? Extended Thinking Matt said the illustration supports the text that the planets rotate around the sun. Is he correct or incorrect? Explain your answer. 1 move in a circle around something Definitions Matt is incorrect. The illustration does not show that the planets rotate around the sun. The image just lists the planets in order.

We will edit written text.
Block 7: Grammar (Edit written text.) Learning Objective Declare the Objective We will edit written text. What will we do to the text? We will ________ written text Name one thing to look for when editing narrative text. Does the sentence have an ending punctuation? Yes/No How do you know? Bob was very hungry In your own words, what does edit mean? “Edit means ______________.” Checking for Understanding Concept Development Edit means to look for errors1 in your writing. To edit a narrative text, use the checklist: Narrative Checklist Has a beginning (characters and setting) Has a middle (problem) Has an ending (solution) Use a capital letter at the beginning of each sentence. Use a capital letter at the beginning of a person’s name. Use ending punctuation. Bob the bear loves honey. One day, he was very hungry. He found a beehive in the forest. Bob asked the bees for honey. They said yes. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Always capitalise the beginning of a sentence and a person’s name. Sentences have ending punctuation. Remember the Concept 1 mistakes Definitions

1. Cool Cat loves to sing. 2. He sings in the alley every night.
Block 7: Grammar (Edit written text.) Edit means to look for errors in your writing. Concept Skill Development & Guided Practice 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Look for the beginning, middle and ending of the story. (check) b Look for errors in capitalisation. (check) c Look for errors in punctuation. (check) Edit written text. 2a How did I/you look for the beginning, middle and ending of a story? 2b How did I/you look for errors in capitalisation? 2c How did I/you look for errors in punctuation? Checking for Understanding Narrative Checklist Has a beginning (characters and setting) Has a middle (problem) Has an ending (solution) Use a capital letter at the beginning of each sentence. Use a capital letter at the beginning of a person’s name. Use ending punctuation. 1. Cool Cat loves to sing. 2. He sings in the alley every night. 3. One night as he was singing, his guitar broke. 4. Cool Cat was sad. 5. So, he asked for help and a dog fixed his guitar.

Tell me something about the r-controlled pattern -ur. Say the sound.
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 r-controlled pattern -ur. Say the sound. Tell me something about comparing imaginative and informative images. Name one thing you look for when editing text. Use the high-frequency word which in a sentence.

Year 1 - Term 4, Day 3 Different Texts.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 3 Different Texts."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Year 1 - Term 4, Day 3 Different Texts.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 3 Different Texts."— Presentation transcript:

Similar presentations

About project

Feedback