Year 1 - Term 4, Day 21 Review Click here for the pacing calendar:

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. Day 21 covers r-controlled letter patterns. 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 horn mare steer star car deer hair chair her fur dirt 12 dark 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 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. /horn/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /horn/ - /h/ /or/ /n/.” 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 horn? The beginning sound in horn is /h/.” Teacher asks the students, “What is the ending sound in horn? The ending sound in horn is /n/.” “What is the medial sound? The medial sound in horn is /or/.” Then, teacher blends the word h(hold the –or sound)n. Alternate between teacher and students five times. Teacher and students say the word /horn/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2135 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 Patterns – er, ir and ur /Ər/
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 in purple or burst Teacher Note Concept Development R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. R-controlled patterns with “er”, “ir “ and “ur” are usually found at the middle of words. Positional Frequency Say the sound of the r-controlled pattern –er, ir and ur. Is the r-controlled pattern –ir in the word fern? Yes/No Is the r-controlled pattern –ur in the word purple? Yes/No Checking for Understanding R-Controlled Patterns – er, ir and ur /Ər/ ur /Ər/ turtle ir /Ər/ bird

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? burn serve dirt purse 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 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 –er, ir and ur usually comes at the middle of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled /Ər/ 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 b(hold the –ur sound)nnn, sss(hold the –er sound)vvve, d(hold the –ir sound)t and p(hold the –ur sound)ssse. 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 er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns

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? germ third squirt shirt 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 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 –er, ir and ur usually comes at the middle of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled /Ər/ 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 g(hold the –er sound)m, th(hold the –ir sound)d, sssqu(hold the –ir sound)t and sh(hold the –ir sound)t. 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 er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns

1. My aunt has a purple purse. 2. Max has dirt on his new shirt.
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 aunt has a purple purse. 2. Max has dirt on his new shirt. 3. The girl likes to play soccer in her backyard. 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? er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns 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

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 The Red Balloon The little girl played three games with the balloon. First, the girl twirled and turned in circles with the balloon. Second, she chased after a bird with the balloon. Third, the girl stood on the curb and poked the balloon with a stick. The red balloon burst. The sound surprised the girl, but it did not hurt her. Now, the girl plays with a purple balloon. 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? er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns Read The Red Balloon. Read the text using r-controlled patterns –er,-ir and -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

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. 160 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. 104 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

small/little big/large yell/shout fast/quick
Block 4: High-Frequency Words & Voc. Development Story and Lesson Vocabulary Similar Words are things that have the same meaning. 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 small/little big/large yell/shout fast/quick

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 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 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. Assist students with writing the beginning, ending and vowel pattern sounds. For example, say coat. Say boat. What sound changed to make the new word? /b/. Circle the letter that makes that sound. Students would circle the letter b. Words: coat to boat, dirt to skirt, card to yard, jar to star, arm to farm, road to toad, squirt to shirt and sheep to sweep 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 through six. 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 seven and eight 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.

Block 6: CAP/ Reading Comprehension – Literature
Reading Activity Literature is types of writing. Fiction is not true. Fiction is a story. Non-Fiction is true. Poetry tells about feelings. A narrator is who is telling the story. A character can be the narrator. Character narrator uses I, me and my words. A narrator can be unknown. Unknown narrator uses he, she and they words. A plot is the events in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. Remember the Concepts Tally the Still Tree 1. Tally lived in the forest. 2. She was not very big. 3. Tally had no leaves. 4 One day, she met Giant Tree who had hundreds of leaves. 5. “Hello, Giant Tree,” said Tally. 6. “How did you get all those leaves?” 7. Giant Tree looked at her and smiled. 8. “Take the water from the clouds and face the sun,” said Giant Tree. 9. Tally watched him take water and face the sun for many years Tally grew hundreds of leaves from water and facing the sun! 80 words 1. What type of literature is the text? A fiction B non-fiction C poetry 2. What is the problem of the story? A Tally lived in the forest. B Tally has no leaves. C Giant Tree tells Tally how to grow and get leaves. 3. What is the solution to the story? A Tally has no leaves. B Giant Tree smiled at Tally. C Giant Tree told Tally to take water and face the sun. 4. Describe what Giant Tree is like. A friendly B mean C scared 5. Who is the narrator? A Character narrator B An unknown narrator 6. Retell something that happened in the story. Answers will vary.

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?” Me I Am! (2007) by Jack Prelutsky, Farrar, Straus and Giroux The Big Snow (2005) by Berta and Elmer Hader, Aladdin The Planets in Our Solar System (1998) by Franklin Branley, HarperCollins Gravity is a Mystery (2007) by Franklin Branley, HarperCollins Go, Jojo, Go (2012) by Tessa Bickford & Jennifer Castles, Allen & Unwin Pty Ltd. The Princess and the Packet of Frozen Peas (2012) by Tony Wilson, Peachtree Publishers Poems: 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?

We will identify adjectives.
Block 7: Grammar (Identify adjectives.) Learning Objective Declare the Objective We will identify adjectives. What will we use? We will use_______. Grammar Workbook p. 64 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about r-controlled patterns –er, ir and ur.
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 patterns –er, ir and ur. Say their sounds. Tell me something about the text we read today. Use the high-frequency words know, tell and which in a sentence.

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