Year 1 - Term 4, Day 8 Different Texts.

Year 1 - Term 4, Day 8 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 /or/
Block 1: Opening Click here to hear the sounds. Daily Review 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

before first which tell know never why come full also of than once has
Block 1: Opening Daily Review High-Frequency Words before first which tell know never why come full also of than once has an from every any could as too 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

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 What sound in pop was changed to make hop? How do you know? In your own words, how do we make new words? “To make new words, ______.” Checking for Understanding To make new words, change the beginning sound. Change Sounds -ig ur /Ər/ turtle ir /Ər/ bird p/ig w/ig d/ig

Make a new word. -ake Block 2: Phonemic Awareness c/ake r/ake b/ake
Skill Development & Guided Practice Make a new word. -ake c/ake r/ake b/ake l/ake Students are practising making a new word by changing beginning sounds. Say the word (cake). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: c/ake. Teacher and students alternate five times. Teacher will say, “Now, we will change the /c/ in cake to /r/. Now say r/ake (onset/rime).” Teacher and students alternate five times. Say the new word r/ake = rake Continue to change sounds to make new words such as /r/ in rake to /b/ in bake and /l/ to make the new word lake. 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# 2075 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.)

jar car Say the name of the picture. We will read r-controlled words.
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. jar car 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 – ar /ar/
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 car. Teacher Note ar /ar/ car sh /sh/ shop R-controlled patterns with “ar” are usually found at the beginning or middle of words. Positional Frequency Say the sound of the r-controlled pattern –ar. Is the r-controlled pattern –ar in the word arm? Yes/No Is the r-controlled pattern –ar in the word rain? Yes/No Checking for Understanding lf /l//f/ golf R-Controlled Pattern – ar /ar/ star harp 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: train, ape, rake

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? cart art trip sharp 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 –ar 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 c(hold the –ar sound)t, (hold the –ar sound)t, trrriiip and sh(hold the –ar sound)p. 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 ar - /ar/ R-Controlled Pattern

1. Did you sign the birthday card?
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. Did you sign the birthday card? 2. My mum made a fruit tart using the fruit from the barn. 3. The farm had a garden next to the barn. 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 ar - /ar/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.)
fort torn short cord thorn 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 Fruit Tart Alex’s mum baked a fruit tart. Alex loves eating his mum’s fruit tarts. So, he charmed his mum into giving him part of her tart. His mum gladly gave him part of her fruit tart. Alex ate his part fast! The fruit tart tasted good. 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 Fruit Tart. Charmed means talking someone into doing something for you by being nice and cute. Read the text using r-controlled pattern -ar 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 ar - /ar/ 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. 147 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. 94 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

Nimble means to move quickly and easily.
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 Nimble means to move quickly and easily. Errors means mistakes.

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 High-frequency words Rotational Activity 4 Teacher Guided: Write informative text. 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 first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. For example, say boat. Say goat. What sound changed to make the new word? /g/. Circle the letter that makes that sound. Students would circle the letter g. Words: ring to king, jeep to sheep, bake to rake, blue to clue, pie to tie, mow to row, and five to dive 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 and four and give each student a pencil. Directions: Have students write three sentences using the high frequency words on page three. Materials: Print out slides five and six and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 time to draw the topic.

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Learning Objective How will we read? We will ___________. Declare the Objective We will read fluently. Concept Development Which mark tells us to make our voice go up or down? Explain your answer. Which mark tells us to stop? Explain your answer. A (,) B (!) In your own words, what does it mean to read fluently? “To read fluently means to ____________.” Checking for Understanding To read fluently means to read in a smooth and easy way. Read without mistakes. Read like the way we talk. full stop means stop exclamation means voices go up or down Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). The Cat and the Rat The cat sat on a mat. The rat sat on a hat. Can the cat and rat chat? The cat and rat will chat and, that will be that! words Question asks something (?). Exclamation shows strong feelings (!). Full stop is a period (.). Remember the Concept

Block 6: CAP/ Reading Comprehension (Read fluently.) Skill Development & Guided Practice To read fluently means to read in a smooth and easy way. Read without mistakes. Read like the way we talk. Depending on the reading level of the students, teacher should read one sentence or chunk several sentences at a time for steps #1 and #2. For step #3, have students read to their partner. Then, read as a whole. Teacher Note 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. 3 How did I/you read fluently? Checking for Understanding Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). Not A Duck? Little Duck, Little Duck, why are you black? Little Duck, Little Duck, why don’t you quack? Little Duck, Little Duck, why did you pack? Because I am not duck! I am a swan that is looking for my mum words

Jack be nimble1, Jack be quick, Jack jump over the candle-stick.
Block 6: CAP/ Reading Comprehension (Read fluently.) Relevance Does anyone else have another reason why it is relevant to read fluently?(Pair-Share) Why is it relevant to read fluently? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding To read fluently means to read in a smooth1 and easy way. Read without mistakes. Read like the way we talk. 1 Reading fluently will help you become a faster reader. Jack be nimble1, Jack be quick, Jack jump over the candle-stick. 11 words 1 move quickly and easily Definitions

Block 6: CAP/ Reading Comprehension (Read fluently.) Skill Closure 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(.). The Knight Tonight, the knight will fight! He might need some light. Because we don’t want him to get a fright! words Extended Thinking Amy keeps making a mistake by not pausing after the commas. Help Amy by reading the sentence fluently without any mistakes. Little Boy Blue, come, blow your horn. Summary Closure What did you learn today about reading fluently? (Pair-Share)

Informative Checklist
Block 6: CAP/ Reading Comprehension (Edit written text.) Learning Objective What will we do to the text? We will ________ written text Declare the Objective We will edit written text. Name one thing to look for when editing informative text. Does the sentence have an ending punctuation? Yes/No How do you know? Fish live in the ocean. In your own words, what does edit mean? “Edit means ______________.” Checking for Understanding Concept Development Edit means to look for errors1 in your writing. To edit informative text use the checklist: Informative Checklist Has a topic Has 3-4 facts about the topic Use a capital letter at the beginning of each sentence. Use a capital letter for a person’s name. Use ending punctuation. 1. Animals need different things to live. 2. Animals must have air to live. 3. Animals need food to live. 4. Animals drink water to live. An informative text gives facts about a topic. A topic is what the text is about. Facts are real pieces of information. A simple sentence must have a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Always capitalise the letter at the beginning of a sentence and for a person’s name. Sentences have ending punctuation. Remember the Concept 1 mistakes Definitions

Informative Checklist
Block 6: CAP/ Reading Comprehension (Edit written text.) Edit means to look for errors in your writing. Concept Skill Development & Guided Practice 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Look for the topic sentence and 2-4 facts about the topic. (check) b Look for errors in capitalisation. (check) c Look for errors in punctuation. (check) Edit written text. 2a How did I/you look for the topic and 2-4 facts about the topic? 2b How did I/you look for errors in capitalisation? 2c How did I/you look for errors in punctuation? Checking for Understanding Informative Checklist Has a topic Has 3-4 facts about the topic Use a capital letter at the beginning of each sentence. Use a capital letter for a person’s name. Use ending punctuation. 1. The Australian flag has different colours. 2. The flag has red. 3. The flag has a blue background. 4. The Australian flag has white stars and lines.

Tell me something about r-controlled pattern -ar. Say the sound.
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 pattern -ar. Say the sound. Tell me something about reading fluently. Name one thing you look for when editing informative text. Use the high-frequency word after in a sentence.

Year 1 - Term 4, Day 8 Different Texts.

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Year 1 - Term 4, Day 8 Different Texts.

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