Digital Learning Year 1 - Term 4, Day 36

Digital Learning Year 1 - Term 4, Day 36
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

stop right through over only not thank then much help day long which
Block 1: Opening Daily Review High-Frequency Words stop right through over only not thank then much help day long which tell know never why come full also of 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 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 book mow stove cook bake make boil foil read team chair 12 hair 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. /book/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /book/ - /b/ /short oo//k/.” 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 book? The beginning sound in book is /b/.” Teacher asks the students, “What is the ending sound in book? The ending sound in book is /k/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in seed is /short oo/ .” Then, teacher blends the word /b(short oo)k/. Alternate between teacher and students five times. Teacher and students say the word /book/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

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 a text. Read the words: food ways how know cooked many
Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 a text. Activate Prior Knowledge Students get a separate handout of the text. Students will read the 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 vowels, consonant blends and r-controlled, letter patterns ow and oi, silent letter k, long and short oo and soft and hard c Letter sounds: long a, e, i, o, kn/n/, r-controlled /ar/, long and short /oo/, c /k/, c/s/, ow/ow/ and oi/oi/ Text word count: 117 Words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words food ways how know cooked many people stove and oven are bake 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 to Cook by Mark Smith Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 How to Cook by Mark Smith 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?

Do you know how to cook? There are many ways to cook food.
Block 3: Phonics/Letter Formation – We will read the text How to Cook. 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 know means to have information about something. Explain to the students that know is different than no that means you can’t do something. Definition Do you know how to cook? There are many ways to cook food. Select five individual students to blend and segment the words cook and food. 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 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 the topic of the text? Comprehension

Block 3: Phonics/Letter Formation – We will read the text How to Cook.
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 fry means to cook something in hot oil. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on a stove. People can boil rice and noodles. People can fry meat and vegetables. Assist students in reading the word vegetables. Students may need help reading multisyllable words. Select five individual students to blend and segment the words stove and food. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word can 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 can people cook on a stove? 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. People can cook food in the oven. People can broil meat and fish. People can bake bread and cakes. Explain to the students that the word broil means to cook food under a direct heat or flame. Definition Ask five students to read the words bake and oven. 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 of the word bake? 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 do people cook in ovens? 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. People can cook food in the microwave. A microwave cooks all foods like meat, dairy and vegetables. Explain to the students that a microwave is a kind of oven that cooks food very fast. Definition Assist students in reading the words microwave, dairy and vegetables. Students may need help reading multisyllable words and have not been the letter y makes the long e sound. Ask students to read the words kind and food. 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 a high-frequency word on the page and read it. 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 can we use to cook food? 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 barbie is an outside grill that you cook food on. Explain to the students that a vegetable is a plant that is used for food. Definition People can cook food on the barbie. People can grill meat and vegetables. Assist students in reading the words barbie and vegetables. Students may need help reading multisyllable words. Select five individual students to blend and segment the words grill and meat. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word meat? 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 do people cook food on? 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 raw means food that is not cooked. Explain to the students that a vegetable is a plant that is used for food. Definition Some food does not need to be cooked. People can eat fruit and vegetables raw. Assist students in reading the words raw and vegetables. Students may need help reading multisyllable words. Students have not been taught that the spelling pattern aw makes the short o sound. Ask students to read the words eat and need. 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 does 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 kinds of fruit and vegetables can people eat? 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. There are many ways that people can cook food. But if you are really hungry, grab a fruit or vegetable. Assist students in reading there, hungry and vegetable. Students have not been taught the high-frequency word there and may need help reading multisyllable words. Ask students to read the word way. 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 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 way to cook food. What is the text about? Name a fact from the text. 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. 174 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. 114 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 keyboard is the letters and numbers you use for typing information.
Block 4: High-Frequency Words & Voc. Development Story Vocabulary Computer Words A keyboard is the letters and numbers you use for typing information. A mouse is used to move things on the computer screen. A word document is where you type information or a story. 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: Phonemic Awareness Rotational Activity 2
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Awareness 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 slides one and two single-sided. Students will be playing a game similar to “Go Fish.” Cut out each card. Mix up the cards. Pass out five cards to each student with the remaining cards in a stack in the center. Directions: Select the initial player. The first student picks a card from their stack/hand and says the name of the picture. Then, the student will say the medial/middle sound of the word. Next, the student will ask the other students, “Do you have a word with the medial/middle sound _____ (say medial sound).” The student will ask each student playing the game if they have that sound. If yes: Place the pair on the table in front of you. Then, the next student takes a turn. If no: The students say, “Go find the medial sound.” The student will then draw one card from the stack in the center. If that card makes a pair, place the pair on the table. If the card does not make a pair, the student keeps the card in their hand. Now, the player next to the initial player plays. Turns end when all pairs are made, or all cards are drawn from the center stack. If a student runs out of cards, have the student get four more from the center stack. The player with the most medial sound pairs wins the game. Materials: Print out slides three and four 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 the slide and give each student a pencil. Directions: Have the students read the word, write the word and use it in a sentence. Materials: Print out slides six and seven 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.

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?

We will read different ending forms.
Block 7: Grammar (Read different ending forms.) Learning Objective Declare the Objective We will read different ending forms. What will we use? We will use_______. Grammar Workbook p. 69 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text, How to Cook.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story/text to review literary concepts such as: What is the setting? Describe the character. What is the problem? What is the solution? Name a fact from the text. What is the purpose of the text? Teacher Note Tell me something about the text, How to Cook. Blend and segment the word cook. What is the medial sound in cook? Retell me what happened in the story or text we read. Use the high-frequency word number in a sentence.

Digital Learning Year 1 - Term 4, Day 36

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