Year 1 - Term 4, Day 19 Different Texts.

Year 1 - Term 4, Day 19 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

Block 1: Opening Click here to hear the sounds. Daily Review
Review different letter sounds and letter patterns. The story in the phonics block focuses on long vowels. Consider reviewing the long vowel poster. 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

thank then much help day long which tell know never why come full also
Block 1: Opening Daily Review High-Frequency Words thank then much help day long which tell know never why come full also of than once has an from every 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 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 What will we identify? We will identify________. Declare the Objective We will identify medial sounds. Concept Development Which picture has the medial sound of long /oo/? How do you know? “Picture ______has the medial sound long a because_________.” A. B. Why is the long o(insert sound) sound not the medial sound in the word coin? In you own words, what is the medial sound? “The medial sound is__________.” Checking for Understanding Medial sound is the middle sound in a word. Medial Sound duck 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? goat – long o team – long e cook – short /oo/ spoon Not the medial sound: /p/ in plant /k/ in clock /t/ in plot

1 Listen to the word. (Teacher says word)
Block 2: Phonemic Awareness (Identify medial sounds.) Skill Development & Guided Practice Medial sound is the middle sound in a word. Remember the Concept 1 Listen to the word. (Teacher says word) 2 Say the word with the teacher. 3 Identify the middle sound. (say middle sound) Identify middle sounds. Teacher says the word such as “toad.” Students repeat the word “toad.” Call on five non-volunteers to repeat the word. Then, teacher segments (t/oa/d) or smooth blends (toooad) the word to listen for the medial or middle sound. Students segment or smooth blend the word. Call on five non-volunteers to segment the word. Teacher says the medial sound is long o (insert sound). If students answer incorrectly or do not have a response, teacher should de-escalate by offering the beginning, middle or ending sounds. Teacher Note toad – long o cave – long a king – short i clown – /ow/ horse – /or/ fern – /er/

Say the name of the picture. What is the ending sound? (Pair-Share)
Block 2: Phonemic Awareness Learning Objective What will we make? We will make________. Declare the Objective We will make new words. Students, you already know how to identify the beginning sound in a word. The words ball and bat have the same beginning sound, but the ending sound is different. We can change the ending sound in a word to make a new word like in /l/ in ball to make bat. Now, we will make new words. Make the Connection Activate/Provide Prior Knowledge Say the name of the picture. What is the ending sound? (Pair-Share) Say the names of the pictures and then have students say them with you. The focus of this lesson is to understand that we can create new words by changing or substituting target sounds. Blends will not be used in this lesson. This lesson focuses on changing only ending sounds. Teacher Note ball bat

To make new words, change the ending sound.
Block 2: Phonemic Awareness Concept Development When explaining the changing of sounds, make sure to emphasise the /t/ in pat changed to /n/ in pan and so forth to make new words. Teacher Note To make new words, change the ending sound. Checking for Understanding What sound in cap was changed to make call? How do you know? In your own words, how do we make new words? “To make new words, ______.” Change sounds pa- pa t pa n pa ck

Make a new word. ca- Block 2: Phonemic Awareness ca pe ca ne ca se
Skill Development & Guided Practice Make a new word. ca- ca pe ca ne ca se ca ve Students are practising making a new word with the long a sound (a_e) by changing ending sounds. Say the word (cape). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: ca pe. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in cape with /n/. Now say ca ne.” Teacher and students alternate five times. Say the new word ca ne = cane. Continue to change sounds to make new words such as /n/ in cane to /s/ in case and /se/ in case to /v/ to make the new word cave. 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# 2025 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 a story. Read the words: Ethan time tucks this sleep
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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 a story. Activate Prior Knowledge Students get a separate handout of the story. This will need to be printed. Students will read a story that is comprised of the letter sounds, letter patterns and high-frequency words taught throughout the year. Throughout the story, there are sidebar notes. Please refer to these notes as you read the story. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the story. Letter Sounds: long e, long i, silent letter b Letter Patterns: ou Story word count: 84 words Teacher Note Read the words: Letter Sounds & Patterns Different Ending Forms High-Frequency Words Ethan time tucks this sleep night climbs it sheep count sleeping some sheet think all for 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?

Counting Sheep by Terri Jackson Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Counting Sheep by Terri Jackson Throughout the story, 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 What is the title of the story? 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?

This is Ethan. It is time for Ethan to go to sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. This is Ethan. It is time for Ethan to go to sleep. Ask five students to read the word for. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? 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 is the character’s name? Is the narrator a character narrator or unknown narrator? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Counting Sheep.
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. Ethan climbs into bed. He tucks his feet in his sheets. Ethan tries to sleep. Explain to the students that tucks means to push into something. Definition Assist students in reading the words into and tries. Students have not learned the high-frequency word into and have not been taught to read irregular plurals using -ies. Ask five students to read the words feet and bed. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word feet? 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 does Ethan do with his feet? What does Ethan try to do? Comprehension

Ethan cannot sleep! He keeps trying to sleep, but he cannot sleep!
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan cannot sleep! He keeps trying to sleep, but he cannot sleep! Assist students in reading the word cannot. Students have not been taught compound words. Students may also need help with reading trying even though they have been taught different ending forms (-s, -ed, -ing). Teacher points to a high-frequency word and says, “Read this word to your partner.” Teacher says, “Point to the high-frequency word he 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? Infer how Ethan feels. Why would Ethan be mad or sad at this point in the story? Comprehension

Ethan sees some sheep. Ethan will count the sheep to help him sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan sees some sheep. Ethan will count the sheep to help him sleep. Select five individual students to blend and segment the words sleep and help. What is the beginning sound of the word? Produce a word that rhymes with sheep. Read 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 does the picture/image tell us about the story? What information is in the picture that is not in the story? Comprehension

Ethan counts all of the sheep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Ethan counts all of the sheep. Ask students to read the word counts. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Read 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? How do you know Ethan counted three sheep? Comprehension

Counting sheep helps Ethan go to sleep.
Block 3: Phonics/Letter Formation – We will read the story Counting Sheep. 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. Counting sheep helps Ethan go to sleep. Assist students in reading counting even though they have been taught different ending forms (-s, -ed, -ing). What is the beginning sound for the word sheep? Point to the high-frequency word go 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 is the problem of the story? Is counting sheep the solution to Ethan’s problem? How do you know? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Counting Sheep.
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 busy means full of work or activities. Definition When Ethan wakes up, he sees a sheep sleeping on his feet. The sheep had a busy night being counted. Assist students in reading the word busy. Students have not learned the s that has a /z/ sound and the letter y can make the long e sound. Students may also need help with reading sleeping, being and counted even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the words feet and night. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? What is the middle sound of the word feet? Point to the high-frequency word had on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? Tell me what happened in the story. Is the purpose of this story to entertain or inform? How do you know? 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. 158 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. 46 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. 103 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

Organised means to be put in order.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Identify means to find. Organised means to be put in order. The heading is the name of the section of the text. 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 an opinion. 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 or letters that make that sound. Then, write the new word on the line. For example, say cat. Say can. What sound changed to make the new word? /n/. Circle the letter or letters that make that sound. Students would circle the letter n. Words: cat to can, man to map, mat to mad, hat to hand, pat to pan, pot to pop, and hot to hop and bat to ball 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 four, five and six single sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five 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 seven and eight and give a pencil and crayons to each student. Tell students they will write an opinion. Write your opinion about what is the best pet to have. Tell me why it is the best pet. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling me the best pet. 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 sport. Prior to the activity, create an example for the students.

4 5 We will identify1 ways text is organised.
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Learning Objective Declare the Objective We will identify1 ways text is organised. What will we identify? We will identify________. What does identify mean? Identify means __________. Activate/Provide Prior Knowledge Students, we all know how to use a table of contents. One way a text is organised is the table of contents. There are also other things used to organise text. Now, we will identify ways text is organised. Make the Connection Look at the table of contents about sharks. On what page do you find what sharks eat? On what page would you find the kinds of sharks? 4 5 A table of contents has parts of a book and matching page numbers. Remember the Concept 1 find Definitions

2 3 Text is organised2 using different features.
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Concept Development What is the difference between images and headings? “The difference between images and headings are ______________.” Name a feature used to organised text. Checking for Understanding Text is organised2 using different features. Text uses table of contents, page numbers, headings3 and images. Sharks Where do they live? What do they eat? Kinds of sharks Future of sharks … ……… …… A table of contents has parts of a book and matching page numbers. Images are pictures. Remember the Concept Where do sharks live? Sharks are fish that live in the ocean. They live in deep waters and shallow waters. 2 put in order 3 name of the section of the text Definitions 2 3

2 3 Sports What features are used to organise the text? Soccer
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Sports Skill Development & Guided Practice Introduction: Sports Chapter 1: Soccer…………..3 How to play soccer………...3 Soccer Teams…………….…..4 Text is organised using different features. Text uses table of contents, page numbers, headings and images. 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. 2 How did I/you identify ways the text is organised? Checking for Understanding Chapter 2: Rugby……………5 How to play rugby…………..5 Rugby Teams…………………6 What features are used to organise the text? Table of contents Page Numbers Headings Images Soccer Soccer is a sport. Soccer is played by two teams with 11 players. The players try to kick a ball into the other team’s goal. How to play soccer? First, you need a ball and running shoes. 2 3

3 4 Sports What features are used to organise the text?
Block 6: CAP/ Reading Comprehension (Identify ways text is organised.) Sports Skill Development & Guided Practice Introduction: Sports Chapter 1: Soccer…………..3 How to play soccer………...3 Soccer Teams…………….…..4 Text is organised using different features. Text uses table of contents, page numbers, headings and images. 1 Look at the text. 2 How is the text organised? (Pair-Share) 3 Identify ways the text is organised. (circle features) Identify ways text is organised. 2 How did I/you identify ways the text is organised? Checking for Understanding Chapter 2: Rugby……………5 How to play rugby…………..5 Rugby Teams…………………6 What features are used to organise the text? Table of contents Page Numbers Headings Images How to play soccer? Soccer is where two teams try to score a goal in the other team’s goal box. There are 11 players on a team. Soccer is played on a big field with a goal at each end of the field. Soccer Teams Soccer is played all around the world. There are girl teams. There are boy teams. Girls and boys also can play together on a team. That is called co-ed soccer. There are professional teams around the world, too. 3 4

How to Charge your Phone
Block 6: CAP/ Reading Comprehension (Identify recount and procedure text.) Learning Objective We will identify recount and procedure text. Periodic Review 1 1 Read the text. a Listen for recount text. Does the text tell about something that already happened? b Listen for procedure text. Does the text tell how to do something? 2 Identify the type of text. (circle recount or procedure) 3 Explain your answer. “The text is _____ because __________.” Identify recount and procedure text. 1. After lunch, I walked out of the cafeteria to the playground. 2. I played soccer and rugby. 3. I played on the swings and slide. 4. I got so tired from playing that I sat under the big tree to rest. 5. Yesterday, I had fun after lunch. 44 words Recount Procedure How to Charge your Phone 1. First, take out the charger for the phone. 2. Next, connect the phone to the charger and plug it in. 3. Then, wait at least one hour to be fully charged. 4. Last, disconnect the phone from the charger and use it! 39 words Extended Thinking Suzie is correct. The text is procedure because it tells you how to do something using steps. Samuel said the text below is recount, but Suzie disagrees. Suzie says it is procedure text. Who is correct? Explain your answer. First, put the frying pan on the stove. Next, turn the stove on. Then, crack an egg in the pan and let it cook. Once the egg is cooked, take it out and eat it!

We will identify adverbs.
Block 7: Grammar (Identify adverbs.) Learning Objective Declare the Objective We will identify adverbs. What will we use? We will use_______. Grammar Workbook p. 76 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the story Counting Sheep.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the story Counting Sheep. Blend and segment the word sleep. What is the ending sound in sleep? Tell me a way text is organised. Use the high-frequency words much, then or thank in a sentence.

Year 1 - Term 4, Day 19 Different Texts.

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Year 1 - Term 4, Day 19 Different Texts.

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