Digital Learning Year 1 - Term 4, Day 31

Digital Learning Year 1 - Term 4, Day 31
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. 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

over only not thank then much help day long which tell know never why
Block 1: Opening Daily Review High-Frequency Words over only not thank then much help day long which tell know never why come full also of than once has 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 make new words. Make a new word. sea- see-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. sea- see- sea/t sea/l sea/m see/d Students are practising making a new word with the long e sound (ea,ee) by changing ending sounds. Say the word (seat). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: sea t. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in seat with /l/. Now say sea l.” Teacher and students alternate five times. Say the new word sea l = seal. Continue to change sounds to make new words such as /l/ in seal to /m/ to make seam; /m/ in seam to /d/ to make seed. 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# 1875 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: garden grows what plants many
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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 and e, consonant blends and r-controlled Letter sounds: hard and soft g, long vowels, th r-controlled /ar/ and /Әr/ Text word count: 102 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words garden grows what plants many trees some rose that 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?

In the Garden by Hanna Mars Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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 text, 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 In the Garden by Hanna Mars What is the title of the text? Who is the author? What do you think this text is about? 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?

What grows in a garden? Many kinds of plants grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. What grows in a garden? Many kinds of plants grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Select five individual students to blend and segment the word kind. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word what 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 grows in a garden? Comprehension

Vegetables are plants that grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Vegetables are plants that grow in a garden. Explain to the students that a vegetable is a plant that is used for food. Definition Assist students in reading the words garden and vegetables. Students may need help reading multisyllable words. Select five individual students to blend and segment the word plant. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word that 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 kind of plant that grows in a garden? Comprehension

Block 3: Phonics/Letter Formation – We will read the text In the Garden.
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 vegetable is a plant that is used for food. Explain to the students that a beetroot is a plant with a round dark red root that you eat. Definition Green beans, peas and beetroots are some of the vegetable plants that grow in a garden. Assist students in reading the words beetroot, garden and vegetables. Students may need help reading multisyllable and compound words. Ask five students to read the word pea. 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 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 is one kind of vegetable that can grow in a garden? 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. Trees are plants that grow in a garden. Some trees make fruit or nuts that people can eat. Explain to the students that nuts are dry brown fruit inside a hard shell that grows on a tree. Definition Assist students in reading the words garden and fruit. Students may need help reading multisyllable words. Students have not been taught that the letters ui make the long /oo/ sound. Point to the high-frequency word people 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 a kind of plant that grows in a garden. Comprehension

Some fruit trees that grow in a garden are apples, oranges and plums.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Some fruit trees that grow in a garden are apples, oranges and plums. Assist students in reading the words garden, fruit, apples and oranges. Students may need help reading multisyllable words. Students have not been taught that the letters ui make the long /oo/ sound or the sound double consonants make in the middle of a word. Point to the high-frequency word people 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 a kind of a fruit tree that can grow in a garden. 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. Some plants that grow in a garden are pretty. Plants that have flowers are pretty. These flowers are called sweet peas and roses. Explain to the students that the word pretty means very nice to look at. Definition Assist students in reading the words pretty, flower and garden. Students have not been taught the letter y can make the long e sound. Students may need help reading multisyllable words like garden and flower. Ask students to read the words grow and rose. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound for rose? 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 else grows in a garden? Comprehension

Plants, trees and flowers are all things that can grow in a garden.
Block 3: Phonics/Letter Formation – We will read the text In the Garden. 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. Plants, trees and flowers are all things that can grow in a garden. Assist students in reading the word garden. Students may need help reading multisyllable words. Ask students to read the words grow, plant and kind. 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 many on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Assist students in reading the word garden. Students may need help reading multisyllable words. 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 in a garden? Tell me a fact from the text. What was the purpose of the text? To entertain or to inform? 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. 169 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. 110 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 monitor is a screen that shows what you are typing or reading.
Block 4: High-Frequency Words & Voc. Development Story Vocabulary Computer Words A monitor is a screen that shows what you are typing or reading. A tower is where you turn the computer on and off. A keyboard has the letter and number keys used for typing. A mouse is used to move things on the computer screen. A printer copies information from the screen onto paper. 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 sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write an opinion. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and cut out the words. Also, provide five baskets labeled long a, e, i, o and u. Directions: Students will read the word. Then, students will sort the word by its medial vowel sound (long a, e, o, i and u) into the correct basket. Materials: Print out this slide and give a pencil to each student. Directions: First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added. Materials: Print out slides three through five. Print single-sided. Give each student a pencil and slide five. Cut the words in slides three and four and place the words around the room. Directions: Have students walk around the room and identify words they know. Students will read and then write the words on the blank slide. After five to ten minutes, have students share the words they found with fellow classmates. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write an opinion. Write your opinion about what is the best toy to have. Tell why it is the best toy. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling why it is the best toy. 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 toy. Prior to the activity, create an example for the students.

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?” Up and Down (2010) by Oliver Jeffers, HarperCollins That Car (2015) by Cate Kennedy, Allen & Unwin Pty Ltd The Dragon’s Lie (2010) by Kum Lardner, HarperCollins Dry Bones (2007) by Barnie Watts, Franklin Watts Night Animals (2004) by Lorraine Horsley, Penguin Books 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 distinguish between open and closed sentences.
Block 7: Grammar (Distinguish between open and closed sentences.) Learning Objective Declare the Objective We will distinguish between open and closed sentences. What will we use? We will use_______. Grammar Workbook p Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text, In the Garden.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: Name a fact from the text. What is the purpose of the text? What kind of literature is the text? Teacher Note Tell me something about the text, In the Garden. Blend and segment the word plant. What is the medial sound in rose? Retell me what happened in the story or text we read. Use the high-frequency word through in a sentence.

Digital Learning Year 1 - Term 4, Day 31

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Digital Learning Year 1 - Term 4, Day 31

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