Different Texts Review

Different Texts Review
Year 1 - Term 4, Day 10 Different Texts Review

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 /ar/ R-Controlled Patterns /or/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /ar/ -ar shark cart star R-Controlled Patterns /or/ -or fork storm horn 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

after before first which tell know never why come full also of than
Block 1: Opening Daily Review High-Frequency Words after before first which tell know never why come full also of than once has an from every any could as 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 shark car cart star art large hard mark smart card jar 12 chart 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. /shark/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /shark/ - /sh/ /ar//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 shark? The beginning sound in shark is /sh/.” Teacher asks the students, “What is the ending sound in shark? The ending sound in shark is /k/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in shark is /ar/.” Then, teacher blends the word /sh(hold the –ar sound)k/. Alternate between teacher and students five times. Teacher and students say the word /shark/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

er /Ər/ her ur /Ər/ turtle ir /Ər/ bird We will make new words.
Block 3: Phonics / Letter formation (Read r-controlled words.) Learning Objective When explaining the changing of sounds, make sure to emphasise the /l/ in lake changed to /c/ in cake and so forth to make new words. Teacher Note We will make new words. er /Ər/ her Concept Development To make new words, change the beginning sound. What sound in bee was changed to make see? How do you know? In your own words, how do we make new words? “To make new words, ______.” Change sounds -ake ur /Ər/ turtle ir /Ər/ bird l/ake c/ake r/ake

Make a new word. -eep Block 2: Phonemic Awareness j/eep sh/eep sl/eep
Skill Development & Guided Practice Make a new word. -eep j/eep sh/eep sl/eep sw/eep Students are practising making a new word by changing beginning sounds, digraphs and consonant blends can be used as beginning sounds. Say the word (jeep). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: j/eep. Teacher and students alternate five times. Teacher will say, “Now, we will change the /j/ in jeep to /sh/. Now say sh/eep (onset/rime).” Teacher and students alternate five times. Say the new word sh/eep = sheep. Continue to make new words by adding and changing sounds such as /sh/ in sheep to /s//l/ in sleep to /s//w/ to make the new word sweep. 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# 2105 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
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 corn or car. Teacher Note er /Ər/ her Concept Development R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. R-controlled patterns with “or”, and “ar” are usually found at the beginning, middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –or and ar. Is the r-controlled pattern –ar in the word card? Yes/No Is the r-controlled pattern –or in the word stork? Yes/No Checking for Understanding R-Controlled Patterns – or, /or/ – ar, /ar/ 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? born torn soft sort 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. 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 –or 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 –or. (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 –or sound)nnn, t(hold the –or sound)nnn, sssoooffft and s(hold the –or 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 or - /or/ ar - /ar/ R-Controlled Pattern

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? hard scar scrape start 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 that scar is a mark left on your skin from a cut. 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 –or 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 –ar. (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 h(hold the –ar sound)d, sssc(hold the –ar sound), ssscrrraaape and ssst(hold the –ar 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 or - /or/ ar - /ar/ R-Controlled Pattern

1. We were walking through the park when a storm came.
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. We were walking through the park when a storm came. 2. Robert’s sister will have a large scar on her arm. 3. The cars are ready to start the short race. 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? or - /or/ ar - /ar/ 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 Bard’s Song The dragon bard is about to start his song. He will charm us all with his harp and his voice. His song is about a knight and his horse who rode out into a dark storm. Every part of the bard’s song tells of their quest to save a princess. She was trapped in a dark fort. The end of the song is about the knight saving the princess. 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? or - /or/ ar - /ar/ R-Controlled Patterns Read The Bard’s Song. Tell students that a bard is a poet and singer, who tells narratives through song. Read the text using r-controlled patterns –or and –ar sounds 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. 149 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Words p. 43 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding High-Frequency Sentences p. 95 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

Lesson Vocabulary 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

Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities Open Time: Teacher’s Choice Review concepts and skills taught from the previous weeks.

We will identify class and subclass words.
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Learning Objective Declare the Objective We will identify class and subclass words. How will we read? We will ___________. Concept Development Which group of pictures belong to the class Animals? How do you know? A B Why would black belong to the class Colours? “Black would belong to the class Colours because __________.” Checking for Understanding Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. Class Fruit Colours Subclass apple orange bananas My favourite fruit is bananas. red yellow green blue Blue is a colour in the rainbow.

Fruits Vegetables potatoes broccoli lettuce strawberries plums pumpkin
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Skill Development & Guided Practice Teacher and students should read all the class titles and subclass words together. Teacher Note Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. 3 How did I/you identify class and subclass words? Checking for Understanding 1 Read the class titles. 2 Read the words. 3 Identify class and subclass words. a Circle the subclass words that belong to the first class. b Underline subclass words that belong to the second class. Identify class and subclass words. What is the subclass word in the sentence below? T: A banana is a fruit. S: Corn is a vegetable. Application Fruits Vegetables A banana is a subclass word for fruit. 1. broccoli 2. lettuce 3. strawberries 4. plums 5. pumpkin 6. potatoes 7. watermelon 8. kiwi

man girl boy Kids People fish dog cat Animals Fish
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Skill Development & Guided Practice (continued) Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. Teacher and students should read all the class titles and subclass words together. Teacher Note 1 Read the subclass words. 2 What class title could these things belong to? (circle) 3 How do you know? Identify class and subclass words. 2 How did I/you identify the class title? Checking for Understanding man girl boy Kids People fish dog cat Animals Fish

Apples and oranges are alike because they can be classified as fruit.
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Relevance Does anyone else have another reason why it is relevant to identify class and subclass?(Pair-Share) Why is it relevant to identify class and subclass? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. 1 Identifying class and subclass words will help you understand how things are alike or similar. Apples and oranges are alike because they can be classified as fruit. 12 words

Shapes Numbers ten People Animals six triangle square five circle
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Skill Closure Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. Concept 1 Read the class titles. 2 Read the words. 3 Identify class and subclass words. a Circle the subclass words that belong to the first class. b Underline subclass words that belong to the second class. Identify class and subclass words. Shapes Numbers 1. six 2. triangle 3. square 5. five 6. ten 7. circle Extended Thinking What would be the class name for the subclass words below? How do you know? Police Doctor Firefighter People Animals It is people because nurse, doctor and firefighter belong together. Summary Closure What did you learn today about identifying class and subclass words? (Pair-Share)

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Learning Objective We will read fluently. Periodic Review 1 To read fluently means to read in a smooth1 and easy way. Read without mistakes. Read like the way we talk. Concept 1 Teacher reads text. Students track. 2 Track and read aloud with teacher. (choral reading) 3 Read fluently by reading smooth like the way we talk. Use the hints, so you don’t make mistakes. (read aloud) Read fluently. Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). Jack and Jill Jack and Jill went up the hill, To fetch a pail of water. Jack fell down, And broke his crown, And Jill came tumbling after. 25 words Extended Thinking Chan did not stop between the sentences. Help Chan read fluently by reading without mistakes. Make sure to stop at full stops. The man in the hood chopped some wood. Oh no! He hurt his finger, which is no good.

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. 67 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about r-controlled patterns –or and –ar.
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 –or and –ar. Tell me something about class and subclass words. Give me a different ending for sing. Use the high-frequency words first, before or after in a sentence.

Different Texts Review

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