Year 1 - Term 4, Day 2 Different Texts.

Year 1 - Term 4, Day 2 Different Texts

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

R-Controlled Patterns /Ər/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /Ər/ -er ir ur her germ fern Review r-controlled patterns. Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4. Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

know or pull never why hot full also of than cold has an from every
Block 1: Opening Daily Review High-Frequency Words know or pull never why hot full also of than cold has an from every any could as too once did 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. Remember the Concept bird shirt herb purse perch sprawl drift curve dirt mother turn 12 third 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. /bird/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /bird/ - /b/ /ir (hold the –ir sound) /d.” 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 bird? The beginning sound in bird is /b/.” Teacher asks the students, “What is the ending sound in bird? The ending sound in bird is /d/.” Then, teacher blends the word /b (hold the –ir sound)/d/. Alternate between teacher and students five times. Teacher and students say the word /bird/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2115 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.)

shirt bird Say the name of the picture.
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. Learning Objective What will we read? We will read ________. Declare the Objective We will read r-controlled words. Click here to hear the sound. Activate/Provide Prior Knowledge Students, all words are made from different letters and sounds. These words are made with a vowel and the letter r. When the letter r comes after a vowel, it changes the vowel sound. These words are called r-controlled. Now, we will read r-controlled words. Make the Connection Say the name of the picture. shirt bird There are five vowels: a, e, i, o and u. 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? Read the name of the picture with the students. Teacher Note

R-Controlled Pattern – ir /Ər/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Concept Development 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. R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. 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 bird or sir. Teacher Note sh /sh/ shop ir /Ər/ bird R-controlled patterns with “ir” are usually found at the middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –ir. Is the r-controlled pattern –ir in the word drill? Yes/No Is the r-controlled pattern –ir in the word skirt? Yes/No Checking for Understanding lf /l//f/ golf R-Controlled Pattern – ir /Ər/ stir 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? Not r-controlled words: trick, drink, bright

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? birth smirk sir twirl Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Click the link above to play the sound. Explain to the students smirk is to smile in not a nice way. 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 –ir usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound –ir. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as b(hold the –ir sound)th, sssmmm(hold the –ir sound) k, sss (hold the –ir sound) and tw(hold the –ir sound)lll. 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 ir - /Ər/ R-Controlled Pattern

1. The girl’s shirt and skirt are very cute.
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. The girl’s shirt and skirt are very cute. 2. The red bird walked in the dirt looking for a worm. 3. He was third in the race, and she was first. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery ir - /Ər/ R-Controlled Pattern

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 Girl Who Twirls There once was a girl who loved to twirl. She twirled all day and night. One day, her mother told her, “You need to stop twirling because it will make you fall.” The girl did not listen. The girl continued to twirl in big circles. Soon, she fell on the firm dirt. The girl got her pants and shirt dirty. After that, she stopped twirling. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Read The Girl Who Twirls. Read the text using r-controlled pattern -er 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 ir - /Ər/ R-Controlled Pattern

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write r-controlled words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 141 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. 89 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

Compare means to tell what is the same and not the same.
Block 4: High-Frequency Words & Voc. Development 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 Lesson Vocabulary Compare means to tell what is the same and not the same. Make-believe means not real. Explain means to tell about something.

Teacher Guided: Phonics Rotational Activity 2 Read a story
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read a story Rotational Activity 3 Write 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 picture and say the name of the picture. Have students circle the word that goes with the picture. Then, have the students write the word. Materials: Print out this slide and give a pencil to each student. Fold the paper into a tri- fold book. Directions: Teacher/assistant and students will track and read the high-frequency words. Then, students will trace the words. Materials: Print out slides three through five. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out slides 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.

We will compare1 images in imaginative and informative text.
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Learning Objective Declare the Objective We will compare1 images in imaginative and informative text. What will we compare? We will compare ________. What does compare mean? Compare means __________. Activate/Provide Prior Knowledge Students, you can already tell what is the same or not the same in the pictures. Both pictures are bees, but one is real and the other is not real. Some text uses real pictures, and other text uses not real pictures. Now, we will compare images in imaginative and informative text. Make the Connection Look at the picture below. What is the same? What is not the same? 1 tell what is the same and not the same Definitions

Images are pictures that help tell about the text. Text Image Sharks
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Concept Development Which image would be used for imaginative text? A B What is the difference between images in imaginative text and informative text? In your own words, what are images? “Images are ____________.” Checking for Understanding Images are pictures that help tell about the text. Text Image Sharks Imaginative text tells a make-believe2 story. It uses make-believe images. 1. Sharkie was a pirate. 2. One day, Sharkie’s ship wrecked. 3. “Save the treasure!” yelled Sharkie words Informative text gives facts. It uses real images. 1. Sharks are fish. 2. Sharks live in the ocean. 3. Sharks have hundreds of teeth! 13 words 2 not real Definitions

5. “This will help me feel better.” 27 words
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Type of Text Imaginative text tells a make-believe story. It uses make-believe images. Informative text gives facts. It uses real images. Skill Development & Guided Practice Images are pictures that help tell about the text. 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain3 your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. 2 How did I/you identify the type of text? 3 How did I/you compare the images? 4 How did I/you explain how the image tells about the text? Checking for Understanding Mr Toad 1. Mr Toad stayed in bed all day. 2. His stomach hurt. 3. Mrs Toad gave him some medicine. 4. “Thank you,” said Mr Toad. 5. “This will help me feel better.” words The first picture matches the text because the toad is holding his stomach, and it is a make-believe picture. Which toad matches the text? imaginative 3 tell about Definitions

Flappy the Fish imaginative
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Skill Development & Guided Practice Images are pictures that help tell about the text. 1 Read the text. 2 Identify if the text is imaginative or informative. (whiteboard) 3 Compare the images. (answer question – think about the type of text) 4 Explain your answer. “______ matches the text because ______.” Compare images in imaginative and informative text. 2 How did I/you identify the type of text? 3 How did I/you compare the images? 4 How did I/you explain how the image tells about the text? Checking for Understanding Flappy the Fish 1. Flappy lives in a bowl overlooking the ocean. 2. Flappy is sad because he wants to live in the ocean. 3. Just then, Flappy sees an open window. 4. “That’s my chance,” says Flappy. 5. Flappy jumps out of his bowl and into the ocean words imaginative Which fish matches the text? The second picture matches the text because the fish is sad in his bowl, and it is a make-believe picture.

S D We will compare plots. Story #1 Story #2
Block 6: CAP/ Reading Comprehension (Compare plots.) Learning Objective To compare plots, describe what is the same and different. Describe the problem and solution. Remember the Concept We will compare plots. Periodic Review 3 Story #1 Story #2 1. Darcy loved playing in his tree house. 2. One day, as he was climbing the ladder into the tree house the ladder broke. 3. Darcy fell to the ground. 4. “Great! How will I get up there now?” 5. “Wait, I will just climb the rope on the tyre swing,” said Darcy words 1. One day, Zara was riding her bike home. 2. Suddenly, she lost control and crashed into a tree. 3. “Great! How will I get home now!” said Zara. 4. Then, the tree said, “I guess you will have to walk. 5. “Thanks, Mr Tree,” said Zara and walked all the way home. 48 words Plot Same Different Is the problem in both stories the same or different? Is the solution in both stories the same or different? S D Extended Thinking Explain what is the same between the plot in the two stories. In both stories, the characters have to figure out something such as how to get up into the tree house or how to get home.

We will write a narrative.
Block 7: Grammar (Write a narrative.) Learning Objective Lesson was left blank for teacher and students to brainstorm ideas for the narrative. Fill-in the graphic organizer using the whiteboard. Please prompt students in creating a beginning, middle and ending, such as “what is the grasshopper or ant doing?” Teacher Note We will write a narrative. Review 1 Look at the picture. 2 Read the setting and character name(s). 3 Using the picture, list the three parts. (write in table) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Remember the Concept Setting Outside in the grass Character Greg the grasshopper Al the ant Events Beginning Middle Ending

__________________________________________________________
Block 7: Grammar (Write a narrative.) Review Lesson was left blank for teacher and students to brainstorm ideas for a narrative. Fill-in the graphic organizer using the whiteboard. Provide words in the Word Bank for the students. Teacher Note 1 Write a narrative. (use the events from the table) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Concept ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________ Word Bank

To present means to talk in front of people. To present: Stand up
Block 7: Grammar (Write a narrative.) 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. Greg the grasshopper would sing every day. Learning Objective Declare the Objective We will present a story. What will we present? We will present________ Concept Development Use your strong voice. Name one thing you do to present. In your own words, what does present mean? “Present means _____________.” Checking for Understanding To present means to talk in front of people. To present: Stand up Speak clearly Use your strong voice Read your story Provide more examples of stories that are presented such as dreamtime stories. Provide oral examples of speaking clearly and not speaking clearly. Refer to the Voice Levels Poster for “Strong Voice.” Use your strong voice and have students practise their strong voice with their partners. Teacher Note 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? Skill Development & Guided Practice Teacher reads the story to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading their story for the previous lesson to their partner. Select five students to read their story to the class, if time allows. Teacher Note: Method of Delivery

Tell me something about the r-controlled pattern -ir.
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 r-controlled pattern -ir. What do images tell us about text? Use the high-frequency word tell in a sentence.

Year 1 - Term 4, Day 2 Different Texts.

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Year 1 - Term 4, Day 2 Different Texts.

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