Different Texts Review

Different Texts Review
Year 1 - Term 4, Day 5 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 /Ər/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /Ər/ -er ir ur her fern germ dirt skirt squirt purse surf hurt 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

which tell know never why hot full also of cold than has an from every
Block 1: Opening Daily Review High-Frequency Words which tell know never why hot full also of cold than has an from every any as could 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. Medial sound is the middle sound. Remember the Concept surf shirt purse herb sure fur purple curl tiger first after 12 over 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. /surf/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /surf/ - /s/ /ur//f/.” 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 surf? The beginning sound in surf is /s/.” Teacher asks the students, “What is the ending sound in surf? The ending sound in surf is /f/.” Ask students if the following question is the word construction is cvc: “What is the medial sound? The medial sound in surf is /Ər/.” Then, teacher blends the word /surrrf/. Alternate between teacher and students five times. Teacher and students say the word /surf/. 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 /h/ in hop changed to /m/ in mop 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 dig was changed to make pig? How do you know? In your own words, how do we make new words? “To make new words, ______.” Change sounds -op ur /Ər/ turtle ir /Ər/ bird h/op m/op p/op

Make a new word. -ee Block 2: Phonemic Awareness b/ee s/ee t/ea kn/ee
Skill Development & Guided Practice Make a new word. -ee b/ee s/ee t/ea kn/ee Students are practising making a new word by changing beginning sounds. Say the word (bee). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: b/ee. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ in bee to /s/. Now say s/ee (onset/rime).” Teacher and students alternate five times. Say the new word s/ee = see. Continue to change sounds to make new words such as /s/ in see to /t/ in tea and /n/ to make the new word knee. 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# 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.)

R-Controlled Patterns – er, ir and ur /Ər/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Learning Objective We will read r-controlled words. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r “usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all such as in purple or burst Teacher Note 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 “er”, “ir “ and “ur” are usually found at the middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –er, ir and ur. Is the r-controlled pattern –er in the word fern? Yes/No Is the r-controlled pattern –ir in the word purple? Yes/No Checking for Understanding R-Controlled Patterns – er, ir and ur /Ər/ ur /Ər/ turtle ir /Ər/ bird

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? return perch swirl every Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –er, ir and ur usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled /Ər/ sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as reeet(hold the –ur sound)nnn, per(hold the –er sound)ch, sssw(hold the –ir sound)lll and eeevvver(hold the –er sound)y. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? curve shirt whirl herb Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –er, ir and ur usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled /Ər/ sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as c(hold the –ur sound)vvve, sh(hold the –ir sound) t, wh(hold the –ir sound)lll and h(hold the –er sound)b. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns

My brother added herbs to the dinner. 2. The bird squirmed across the
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 My brother added herbs to the dinner. 2. The bird squirmed across the branch. 3. Peter’s sister had her dog’s curly hair cut at the pet shop. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery

Block 3: Phonics / Letter formation (Read r-controlled words.)
Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice The Red Balloon The little girl played three games with the balloon. First, the girl twirled and turned in circles with the balloon. Second, she chased after a bird with the balloon. Third, the girl stood on the curb and poked the balloon with a stick. The red balloon burst. The sound surprised the girl, but it did not hurt her. Now, the girl has to play with a purple balloon. Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? er - /Ər/ ir - /Ər/ ur - /Ər/ R-Controlled Patterns Read The Red Balloon. Read the text using r-controlled patterns –er,-ir and -ur sound to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write r-controlled words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 144 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. 40 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. 91 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

Story and 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 Story and Lesson Vocabulary Fit means someone who is strong and healthy.

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

informative Vegetables
Block 6: CAP/ Reading Comprehension (Compare images in imaginative and informative text.) Images are pictures that help tell about the text. Remember the Concept Learning Objective We will compare images in imaginative and informative text. Periodic Review 1 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. informative Vegetables 1. Eating vegetables is good for your health. 2. Vegetables help keep your heart strong. 3. Vegetables make your bones strong. 4. Eating lots of vegetables helps you stay fit words The first picture matches the text because it is a real picture of kids with vegetables. Extended Thinking Why would the image below help tell about imaginative text? Explain your answer. The image would help tell about imaginative text because the picture is make-believe. Vegetables do not sing in real life.

A to inform B to entertain A happy B sad C scared A Character narrator
Block 6: CAP/ Reading Comprehension – Literature Reading Activity The purpose is the author’s main reason for writing. To entertain is to tell a story you will enjoy. To inform is to give facts about something. A narrator is who is telling the story. A character can be the narrator. Character narrator uses I, me and my words. A narrator can be unknown. Unknown narrator uses he, she and they words. To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. Characters can be life-like or imaginary. A life-like character can be real. An imaginary character is not real. To infer is to make a guess. We can infer a character’s feelings by what they say or do. Remember the Concepts T-Rex 1. There once was a dinosaur that was bigger than all the other dinosaurs. 2. His name was T-Rex. 3. All the other dinosaurs were scared of him. 4. “I have no friends,” cried T-Rex. 6. Every time he would ask someone to play soccer, they would scream and run away. 7. So, T-Rex invited all the dinosaurs to dinner to tell them he was nice. 8. “Hello. 9. My name is T-Rex and I’m a nice dinosaur. 10. Could we all be friends?” asked T-Rex. 11. They all said, “Yes!” 12. T-Rex smiled and talked to his new friends all night long words 1. What is the purpose of the text? A to inform B to entertain 2. Is the T-Rex life-like or imaginary? How do you know? 3. Describe the character at the beginning of the story. A happy B sad C scared 4. Infer how the character is feeling at the end of the story. 5. Who is the narrator? A Character narrator B An unknown narrator 6. Retell something that happened in the story. T-Rex is imaginary because dinosaurs cannot talk or play soccer. Answers will vary.

Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Me I Am! (2007) by Jack Prelutsky, Farrar, Straus and Giroux The Big Snow (2005) by Berta and Elmer Hader, Alladin Is a Worry Worrying You (2005) by Ferida Wolff and Harriet May Savitz, Tanglewood Press Fairytale News (2004) by Colin and Jacqui Hawkins, Candlewick Press Extra list of books: Imaginative Text: What is the purpose of the text? (to inform/ to entertain) Who is the character? What is the setting? Describe the plot. What is the problem? What is the solution? What did you like about the story? What did you dislike about the story? Informative Text: Name a fact from the text. What is the text about? Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

We will identify adjectives.
Block 7: Grammar (Identify adjectives.) Learning Objective Declare the Objective We will identify adjectives. What will we use? We will use_______. Grammar Workbook p. 63 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about r-controlled patterns –er, ir and ur.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about r-controlled patterns –er, ir and ur. Tell me something about the text we read today. Give me an example of an adjective. Use the high-frequency words know, tell or which in a sentence.

Different Texts Review

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