Year 1 - Term 4, Day 39 Digital Learning.

Year 1 - Term 4, Day 39 Digital Learning

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

Block 1: Opening Click here to hear the sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

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

We will 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 words? We will ________ and ________ 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 rain, chain, cord 2 spring, ring, king 3 cold, old, hot 4 moon, spoon, soon 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 rain and chain.” Part 2 Teacher says, “Listen to the words: snow and grow. Produce a word that rhymes with snow and grow.” (Call on 4-5 non volunteers to produce a third rhyming word. Students should say all three words such as snow, grow, row.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery no Answers will vary. yes 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 snow, grow 6 knee, tree 7 eat, sweet 8 clown, gown Answers will vary. Answers will vary. Answers will vary. Answers will vary.

We will identify medial sounds.
Block 2: Phonemic Awareness (Identify medial 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. Learning Objective The medial sound is the middle sound in a word. Remember the Concept We will identify medial sounds. Skill Development & Guided Practice 1 Listen to the word. (Teacher says word) 2 Say the word with the teacher. 3 Identify the medial sound. (say the middle sound). Identify ending sounds. look– /short oo/ team – /long e/ rain - /long a/ wind - /short i/ 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? gown - /ow/ white - /long i/ foil - /oi/ sun - /short u/ Extended Thinking Eva says the word clown has the medial sound of /ow/. James thinks it has the medial sound of /l/. Who is correct? Explain your answer. Eva is correct because /ow/ is the medial sound.

Wheel of FUN WOF# 1922 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read the text. Read the words: spring flowers helps winter
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will read the text. Activate Prior Knowledge Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms 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 table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a, e and o, consonant blends, er r-controlled, double consonant ll, digraph ch, ow and th Letter sounds: r-controlled er /Әr/, consonant blends, ll /l/, /ch/, /ow/, /th/ Text word count: 145 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words spring flowers helps winter crops the fall or plant some grow has 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?

The Four Seasons by Hanna Mars Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Throughout the story, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Teacher Note The Four Seasons by Hanna Mars What is the title of the text? Who is the author? Comprehension Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Block 3: Phonics/Letter Formation – We will read the text The Four Seasons.
Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Explain to the students that a season is a time of year that has a particular type of weather. Definition Earth has four seasons. The seasons are spring, summer, autumn and winter. Assist students in reading the words seasons, summer, autumn and winter. Students may need help reading multisyllable words and words with double consonants in the middle. Select five individual students to blend and segment the word four. What is the beginning sound of the word? What is the ending sound of the word? Point to a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? How many seasons does Earth have? What type of literature is this? Fiction or non-fiction? How do you know? Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Spring is the season when days get warmer. Many plants, flowers and trees start to grow. Explain to the students that a season is a time of year that has a particular type of weather. Definition Assist students in reading the words season, warmer and flowers. Students may need help reading multisyllable words. Ask five students to read the words start and flowers. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word when on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Name one fact about the spring. (Pair-Share) Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Explain to the students that a season is a time of year that has a particular type of weather. Explain to the students that a tomato is a red or yellow fruit that you eat. Definition Summer is the season when the days get hot. Summer has the longest and warmest days. Many crops grow in the summer like corn, tomatoes and rockmelon. Assist students in reading the words summer, season, longest, warmest and tomatoes, and rockmelon. Students have not learned irregular plurals and words with double consonants in the middle. Student have not been taught the ending form –est. Students may need help reading multisyllable words. Read the sentence, “Summer is the season when the days get hot.” If we change the /g//r/ in grow to /m/ what word would be the new word? Point to the high-frequency word some on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What crops grow in the summer? Do the pictures support the text that corn, tomatoes and rockmelon grow in the summer? Explain your answer. Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Autumn is the season when the days get cool. In some places, the leaves change colour. The leaves change from green to red, yellow, orange or brown. Then, the leaves fall to the ground. Explain to the students that a season is a time of year that has a particular type of weather. Definition Assist students in reading the words autumn and leaves. Students have not learned about irregular plurals. Students may need help reading multisyllable words. Select five individual students to blend and segment the words brown and ground. What is the beginning sound of the word? What is the ending sound of the word? what is the medial sound of the word brown? Point to the high-frequency word then on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What is a fact about autumn? Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Explain to the students that a season is a time of year that has a particular type of weather. Explain to the students that a eucalyptus is a tree that keeps its green leaves in the winter. Explain to the students that a juniper is a shrub that keeps its green leaves in the winter. Definition Winter is the season when the days are very cold. Most trees and plants stop growing. Some plants stay green like eucalyptus and juniper. Assist students in reading the words eucalyptus, juniper, season, winter and shortest. Students may need help reading multisyllable words. Students have not learned irregular plurals. Student have not been taught the ending form –est. Select five individual students to blend and segment the word green. Does the word green have the hard g /g/ (insert sound) sound? What is another word that has the hard g /g/ (insert sound) sound? Point to a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Name a fact about winter. Do the pictures support the text that In the winter some plants have green leaves? Explain your answer. Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Winter has the shortest days, and can be very cold and rainy. In some places, frost or snow can cover the ground and plants. Assist students in reading the words winter, rainy and shortest. Students may need help reading multisyllable words. Student have not been taught the ending form –est. Select five individual students to blend and segment the word ground. What is the beginning sound of the word? What is the ending sound of the word? Point to a high-frequency word on the page. Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What is a fact about winter? Comprehension

Every year, Earth has four seasons.
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Explain to the students that a season is a time of year that has a particular type of weather. Definition Every year, Earth has four seasons. Assist students in reading the words Earth, four and seasons. The our in four makes the r-controlled /or/ sound. Students may need help reading multisyllable words. Select five individual students to blend and segment the word year. What is the beginning sound of the word? What is the ending sound of the word? Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Name a fact from the text. Did you like the text? Why or why not. Comprehension

We will write words. Solving Math Problems
Block 3: Phonics/Letter Formation (Write words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 177 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. 52 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Sentences p. 117 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

Story and Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development Story and Lesson Vocabulary An organ is a part of the body that has a purpose. 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 Write sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write a poem. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give each student a pencil and crayons. Directions: Students will read the word given and then write a word that rhymes with that word. Then, students will write the rhyming word and draw a picture of that word. For example for car, student may write jar, far, star, scar. deer: fear, peer, near, smear, sneer moon: spoon, prune, tune horn: corn, torn, thorn hair: chair, stair, pair, scare grow: row, tow, blow, glow, low, snow Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. 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 pictures when finished. Materials: Print out slides four and five. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Place the high-frequency word cards face down in rows. Taking turns, students select two cards, read them orally, and determine if they have a match. If there is a match, pick up the cards and place to the side. If cards do not match, return them to their original place. Continue until all matches are made. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a poem about their favourite animal. Directions: Write your favourite animal down the page. Next, write something that describes why that animal is your favourite on each line starting with that letter. Students can write what it looks like, how it feels or why it’s their favourite animal. Consider brainstorming with students or providing a list of adjectives that describe different animals. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Then, have students draw their favourite animal.

Block 6: CAP/ Reading Comprehension – Informational
To recall is to say facts from the text. Facts are pieces of information. We recall text by remembering the facts. Context clues are words that help determine the meaning of a new word. The purpose is the author’s main reason for writing. To entertain is to tell a story you will enjoy. To inform is to give facts about something. To persuade is to give an opinion. Remember the Concepts Reading Activity Human Brain 1. The human brain controls everything. 2. Your brain controls every move you make. 3. The brain tells your muscles when and how to move. 4. It lets you feel emotions, laugh and cry. 5. The brain allows you to learn new things. 6. The brain even works when you sleep. 7. The brain tells your heart to beat and your lungs to breathe air. 8. The brain is an important organ words 1. What is the purpose of the text? A to inform B to entertain C to persuade 2. Using context clues, what is the meaning of the word emotions A laugh B feelings C happy Circle the facts from the text. A The brain tells your muscles to move. B The brain is an organ. C The brain weighs three pounds. D Exercise makes you smarter because the brain gets more blood flow. E The brain allows you to learn new things. F The brain even works when you sleep. 1 part of the body that has a purpose Definitions

Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Off to the Market (2013) by Elizabeth Dale, Frances Lincoln Children’s Books Amazing Grace (1991) by Mary Hoffman, Reading Rainbow Books Pet Guinea Pig (2003) by Robin Nelson, Lerner Publishing Group Can You Keep a Secret (2000) by Pamela Allen, Penguin Digital books for kids to read: Extra list of books: Imaginative Text: What is the purpose of the text? (to inform/ to entertain) Who is the character? What is the setting? Describe the plot. What is the problem? What is the solution? What did you like about the story? What did you dislike about the story? Informative Text: Name a fact from the text. What is the text about? Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

1. The goat. no 2. Isabella eats. yes 3. Runs fast. no
Block 7: Grammar – Review Grammar Review A simple sentence always has a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Remember the Concepts Identify simple sentences. Say yes /no 1. The goat. no 2. Isabella eats. yes Verbs Subject cooks James thinks Emma runs the sheep climbs the bird plays Mia barks Oliver laughs Mum 3. Runs fast. no 4. Thomas sings. yes Identify what is missing from the sentence. Use a subject or a verb from the table to complete the simple sentence. Not all words from the table will be used. Answers will vary. 5. __________drinks. 6. __________reads. 7. The boy ______. 8. The dog _____. James Emma plays barks

Tell me something about the story, The Four Seasons.
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, The Four Seasons. Blend and segment the word green. What is the medial sound in green? Retell me what happened in the story or text we read. Use the high-frequency words number, good, and take in a sentence.

Year 1 - Term 4, Day 39 Digital Learning.

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