Year 1 - Term 4, Day 44 Review.

Year 1 - Term 4, Day 44 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

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

Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me
Block 1: Opening Daily Review High-Frequency Words Term 1 Term 2 Term 3 Term 4 I see look a, the she, he play, go my, me and, is you, to no, yes we, are him her say by how who when where what does ask in going many each some let call animal family man had they them boy girl people think live fly love fall give too or did as could any every from an has once than of also full come why never pull cold hot know tell which first before after long day help much then thank not only over through right stop number good take 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 a 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 identify medial sounds.
Block 2: Phonemic Awareness (Identify medial 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. Learning Objective The medial sound is the middle sound in a word. Remember the Concept We will identify medial sounds. Skill Development & Guided Practice 1 Listen to the word. (Teacher says word) 2 Say the word with the teacher. 3 Identify the medial sound. (say the middle sound). Identify ending sounds. cart – /ar/ gate – /long a/ leaf - /long e/ cope - /long o/ 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? clown - /ow/ shirt - /ir/ jam - /short a/ lube - /long oo/ Extended Thinking Terri says the word crash has the medial sound of /short a/. James thinks it has the medial sound of /sh/. Who is correct? Explain your answer. Terri is correct because short a is the middle sound.

We will make new words. Make a new word. li-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. li- li/p li/d li/ck li/ft Students are practising making a new word with the short i sound (i) by changing ending sounds. Say the word (lip). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: li p. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in lip /p/ with /d/. Now say li d.” Teacher and students alternate five times. Say the new word li d = lip. Continue to change sounds to make new words such as /d/ in lid to /ck/ to make lick; /ck/ in lick to /f//t/ to make lift. 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# 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 the text. Read the words: rock each planet from sun that
Block 3: Phonics/Letter Formation – We will read the text The Solar System. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will read the text. Activate Prior Knowledge Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a, consonant blends, er, ar, or r-controlled, digraph ck, th and ow. Letter sounds: r-controlled er and ur /Әr/, ar/ar/, or/or/, consonant blends, /ck/, /ow/, /th/ Text word count: 189 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words rock each planet from sun that name are star also 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?

The Solar System by Sadie Hudson Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text The Solar System. 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 The Solar System by Sadie Hudson What is the title of the text? Who is the author? 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?

Block 3: Phonics/Letter Formation – We will read the text The Solar System.
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 orbit means to move around something. Definition This is our solar system. It has a sun and eight planets. The eight planets orbit the sun. Each planet has a name. Assist students in reading the words planets and orbit. Students may need help reading multisyllable words. Read the sentence, “Each planet has a name.” If we change the /n/ in name to /g/ what word would be the new word? 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 we call the sun and eight planets? What do the planets do to the sun? What does the word orbit mean? 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 centre means the most important thing. Explain to the students that star refers to a large ball of burning gas in space. Tell the students this kind of star is not the shape. Definition The sun is the centre of our solar system. The sun is a star. The sun is the largest thing in our solar system. Assist students in reading the words centre and largest. Students may need help reading multisyllable words. Students have not been taught the ending form –est. Ask students to read the word star. What is the ending sound of star? Produce two words that rhyme with star. 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? Name a fact about the sun. What does star mean? What is the largest thing in our solar system? 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. Assist students in reading the words Mercury, Venus, second and planet. Students may need help reading multisyllable words. Select five individual students to blend and segment the word first. Does the word first have the r-controlled ir /Әr/ (insert sound) sound? What is another word that has the r-controlled ir /Әr/ (insert sound) sound? Point to the high-frequency word are on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics Mercury is the first planet from the sun. Venus is the second planet from the sun. Mercury and Venus are made of rocks. 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 fact about Mercury. Name one fact about Venus. 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. Earth is the third planet from the sun. Mars is the fourth planet from the sun. Both Earth and Mars are made of rocks. Assist students in reading the word planet. Students may need help reading multisyllable words. Read the sentence, “Earth is the third planet from the sun.” Does the word Earth have a digraph? Yes or no. Is it at the beginning or end of the word? If we change the /th/ in third to /b/ what word would be the new word? 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? Name one fact about Earth. Name one fact about Mars. Using the illustrations, do the planets look the same? Yes or no? Explain your answer. What four planets are made of rocks? 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 gas is made of chemicals. Definition Jupiter is the fifth planet from the sun. Saturn is the sixth planet from the sun. Jupiter and Saturn are made of gas. Assist students in reading the words Jupiter, Saturn and planet. Students may need help reading multisyllable words. Read the sentence, “Jupiter and Saturn are made of gas.” Ask students to read the word are. Produce two words that rhyme with are. 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? Name one fact about Jupiter. Name one fact about Saturn. Using the illustration, what does Saturn show us? 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 the a gas is something that cannot be seen and is not a solid or liquid. It is like air. Definition Uranus is the seventh planet from the sun. Neptune is the eighth planet from the sun. Uranus and Neptune are also made of gas. Assist students in reading the words Uranus, Neptune, seventh and planet. Students may need help reading multisyllable words. Read the sentence, “Uranus and Neptune are also made of gas.” If we change the /d/ in made to /k/ what word would be the new word? 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? Name a fact about Uranus. Name a fact about Neptune. What four planets are made of gas? Comprehension

The sun and eight planets make up our solar system.
Block 3: Phonics/Letter Formation – We will read the text The Solar System. 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. The sun and eight planets make up our solar system. Assist students in reading the word planets. Students may need help reading multisyllable words. Read the sentence, “The sun and eight planets make up our solar system.” 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? Name a fact from the text. How do we know that the text is non-fiction? Explain your answer. Did you like the text? Why or why not? 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. 182 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 A high-frequency word is used more than other words. Remember the Concept We will read high-frequency words. Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding Skill Development & Guided Practice

Story and Lesson Vocabulary
Block 4: High-Frequency Words & Voc. Development Story and Lesson Vocabulary A droplet is a very small drop of a liquid. Define any difficult words from the story or lesson that will be read today. Teacher reads the word first, and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note

Teacher Guided: Phonics Rotational Activity 2 Write sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics 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 this slide and cut out the words. Provide five baskets that are labeled long a, o, /ow/,/oi/, /Әr/. Directions: Students will read the word. Then, students will sort the word by its medial vowel sound (long a and o, /ow/, /oi/, /Әr/) into the correct basket. Materials: Print out slides two and three 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 slides three through five. Print single-sided. Give each student a pencil and slide five. Cut the words in slides three and four and place the words around the room. Directions: Have students walk around the room and identify words they know. Students will read and then write the words on the blank slide. After five to ten minutes, have students share the words they found with fellow classmates. Materials: Print out slides 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.

Block 6: CAP/ Reading Comprehension – Informational
To recall is to say facts from the text. Facts are pieces of information. We recall text by remembering the facts. Imaginative text tells make-believe stories. Informative text gives facts. Persuasive text makes you believe something. An illustration is a picture. An illustration gives information about the text. An illustration can add more details. Remember the Concepts Reading Activity Rain 1. Where does rain come from? 2. Rain is water that falls from clouds in the sky. 3. Rain is formed when water droplets1 form from warm air. 4. As warm air rises in the sky, it cools and makes droplets. 5. When all of these water droplets get together, they form into a cloud. 6. When the droplets get heavy and big, they fall from the clouds making rain words 1. What type of text is it? A Imaginative text B Persuasive text C Informative text 2. Does the illustration give information about the text? Yes or No. Explain your answer. 3. Does the illustration give us more details about rain? Circle the facts from the text. A Rain is water that falls from clouds. B Rain is formed when water droplets form from warm air. C Rain is water that is cold. D Warm air cools when it rises in the sky. E Rain happens all over the world. 1 very small drop of a liquid Definitions

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?” The Terrible Plop (2009) by Ursula Dubosarsky, Puffin Australia Quest (1999) by Aaron Becker, Walker Books Going on a School Trip (2000) by Diane Church, Watts Polar Regions (2000) by Alison Balance, Pearson Education Australia 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. 70 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the text, The Solar System.
Block 8: Closing Tell me something about the text, The Solar System. Blend and segment the word solar. What is digital text? What does revise mean? Use high-frequency words in a sentence. 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? Who is the character? 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

Year 1 - Term 4, Day 44 Review.

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Year 1 - Term 4, Day 44 Review.

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