Year 1 - Term 4, Day 7 Different Texts.

Year 1 - Term 4, Day 7 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 /or/ R-Controlled Patterns /Ər/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /or/ -or corn fort torn R-Controlled Patterns /Ər/ -er ir ur flower fern brother dirt skirt squirt purse surf hurt 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

first which tell know never why come full also of than once has an
Block 1: Opening Daily Review High-Frequency Words first which tell know never why come full also of than once has an from every any could as too or 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 identify and produce rhyming words.
Block 2: Phonemic Awareness (Identify and produce 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 rhyming words? We will ________ and ________ rhyming words. Declare the Objective We will identify and produce 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? If no, which word does not rhyme? Produce a word that rhymes. 1 sock, block, clock 2 cat, bat, bird 3 burn, fern, fire 4 train, rain, brain Part 1 Read the series of words. Teacher asks, “Do the words rhyme? Yes or no?” Teacher says, “How do you know?” Provide sentence frame: “The words rhyme because ____________.” If the words do not rhyme teacher says, “Which word does not rhyme?” Read the series of words for the students again. Allow students to say the words, too. Then, ask the students to produce a word that rhymes with the other words. “Produce a word that rhymes with cat and bat.” Part 2 Teacher says, “Listen to the words: small and wall. Produce a word that rhymes with small and wall.” (Call on 4-5 non volunteers to produce a third rhyming word. Students should say all three words such as small, wall, call.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery yes no Answers will vary. no Answers will vary. 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 Listen to the set of words. Produce a rhyming word. 5 small, wall 6 pan, man 7 flat, mat 8 sheet, treat Answers will vary. Answers will vary. Answers will vary. Answers will vary.

Wheel of FUN WOF# 1935 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.)

R-Controlled Pattern – or /or/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Learning Objective We will read r-controlled words. 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 corn. Teacher Note Concept Development R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. R-controlled patterns with “or” are usually found at the middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –or. Is the r-controlled pattern –or in the word horn? Yes/No Is the r-controlled pattern –or in the word rope? Yes/No Checking for Understanding R-Controlled Pattern – or /or/ storm fork Not r-controlled words: hot, road, hope

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? horse forest open before 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. 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 –or 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 –or. (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 h(hold the –or sound)se, f(hold the –or sound)est, ooopeeennn and beeefff(hold the –or sound)e. 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 or - /or/ R-Controlled Pattern

1. My little sister Ella is short. 2. Do you have a gift for Mason?
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. My little sister Ella is short. 2. Do you have a gift for Mason? 3. The cow has two horns on his 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? 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 or - /or/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.)
fort torn short cord thorn 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 A Knight and His Horse The knight and his horse are on a quest. It is a quest to save the princess. The knight rode his horse through the forest. At the edge of the forest is a fort. The princess was trapped in the fort. Before he reached the fort, the knight had to pass a field of corn. The knight saved the princess. 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 A Knight and His Horse. Read the text using r-controlled pattern -or 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 or - /or/ 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. 7 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. 6 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

Smooth means to say something with no mistakes.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Smooth means to say something with no mistakes. A moat is a deep wide hole filled with water around a castle. Rodents are small animals. Exercise means to do activities that help you stay healthy and in shape. 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

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 words Bingo Rotational Activity 4 Teacher Guided: Write an informative text. 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 first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. For example, say bat. Say cat. What sound changed to make the new word? /k/. Circle the letter that makes that sound. Students would circle the letter c. Words: can to fan, dig to pig, pot to hot, fox to box, map to tap, dog to log, and bug to rug 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 slides three through five. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out slides five and six and give a pencil and crayons to each student. Tell the students they will write facts about the animals that live in Australia. Give students the topic sentence: There are many animals that live in Australia. Directions: Ask the students to write facts about animals that live in Australia. Students should write between three to five sentences. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw the animals when finished.

Tell your partner your birth date. “My birth date is ________.”
Block 6: CAP/ Reading Comprehension (Read fluently.) Learning Objective Declare the Objective We will read fluently. How will we read? We will ___________. Activate/Provide Prior Knowledge Students, you can already know how to say your birth date aloud. When we say words when talking without mistakes, it means you speak fluently. We must read words fluently, too. Now, we will read fluently. Make the Connection Tell your partner your birth date. “My birth date is ________.”

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Concept Development Which mark tells us to stop? Explain your answer. Which mark tells us to pause? Explain your answer. A (.) B (,) In your own words, what does it mean to read fluently? “To read fluently means to ____________.” Checking for Understanding To read fluently means to read in a smooth1 and easy way. Read without mistakes. Read like the way we talk. full stop means stop comma means pause Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). The Cat and the Rat The cat sat on a mat. The rat sat on a hat. Can the cat and rat chat? The cat and rat will chat, and that will be that! words Question asks something (?). Exclamation shows strong feelings (!). Full stop is a period (.). Remember the Concept 1 without any problems or mistakes Definitions

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Skill Development & Guided Practice To read fluently means to read in a smooth and easy way. Read without mistakes. Read like the way we talk. Depending on the reading level of the students, teacher should read one sentence or chunk several sentences at a time for steps #1 and #2. For step #3, have students read to their partner. Then, read as a whole. Teacher Note 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. 3 How did I/you read fluently? Checking for Understanding Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). The Goat and His Coat The goat is looking for his coat. Did I leave it on the boat? Oh no! It fell in the moat2! Good thing the coat will float. 27 words 2 deep wide hole filled with water around a castle. Definitions

Block 6: CAP/ Reading Comprehension – Informative
Reading Activity To recall is to say facts from the text. Facts are pieces of information. We recall text by remembering the facts. Compare-and-contrast tells how two things are the same or not the same. Context clues are words that help determine the meaning of a new word. Imaginative text tells make-believe stories. Informative text gives facts. Persuasive text makes you believe something. Remember the Concepts Desert 1. A desert is a large area of land where it is always very hot and dry. 2. Deserts do not receive a lot of rain. 3. Deserts are very hot during the day unlike the night. 4. Night time in the desert is very cold. 5. Only certain types of plants can live in the desert like cactus. 6. Most of the animals that live in the desert are rodents words 1. Name the type of text. A Imaginative Text B Informative Text C Persuasive Text 2. Using context clues, what is the meaning of cactus? A flower B plant C kind 3. Which two things are being compared in the text? A How the desert is dry and rain is wet B The plants in the desert C How the desert is hot in the daytime and cold at night 4. Circle the facts from the text. A Deserts get very little rain. B Deserts are very hot and dry. C Animals sleep during the day. D Only certain types of plants can live in the desert. 1 small animals Definitions

Read the text. Cathy Works Out
Block 7: Grammar – Review 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. Cathy Works Out 1. Cathy exercises1 almost every day. 2. She runs. 3. Cathy lifts weights. 4. She swims with her brother. 5. Cathy stretches her muscles. 6. She walks her dog every night. 7. Cathy relaxes on Sunday 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 exercises Cathy She runs weights lifts brother swims muscles stretches dog walks 1 to do activities in order to stay healthy and in shape Definitions relaxes

Tell me something about r-controlled pattern -or. 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 r-controlled pattern -or. Say the sound. What did we learn about reading fluently? Name a verb. Name a noun. Use the high-frequency word before in a sentence.

Year 1 - Term 4, Day 7 Different Texts.

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Year 1 - Term 4, Day 7 Different Texts.

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