Year 1 - Term 4, Day 17 Different Texts.

Year 1 - Term 4, Day 17 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

much help day long which tell know never why come full also of than
Block 1: Opening Daily Review High-Frequency Words much help day long which tell know never why come full also of than once has an from every any could 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 and produce rhyming words.
Block 2: Phonemic Awareness (Identify and produce rhyming 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 rhyming words? We will ________ and ________ rhyming words. Declare the Objective We will identify and produce rhyming words. Guided Practice Rhyming words have the same ending sound. Concept Listen to the set of words. Do the words rhyme? yes or no How do you know? If no, which word does not rhyme? Produce a word that rhymes. 1 rake, lake, snake 2 fear, near, steer 3 tea, sea, eat 4 jeep, sheep, mean Part 1 Read the series of words. Teacher asks, “Do the words rhyme? Yes or no?” Teacher says, “How do you know?” Provide sentence frame: “The words rhyme because ____________.” If the words do not rhyme teacher says, “Which word does not rhyme?” Read the series of words for the students again. Allow students to say the words, too. Then, ask the students to produce a word that rhymes with the other words. “Produce a word that rhymes with tea and sea.” Part 2 Teacher says, “Listen to the words: fern and turn. Produce a word that rhymes with fern and turn.” (Call on 4-5 non-volunteers to produce a third rhyming word. Students should say all three words such as fern, turn, burn.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by providing other rhyming words. Teacher Note: Method of Delivery yes yes no Answers will vary. 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? no Answers will vary. Listen to the set of words. Produce a rhyming word. 5 fern, turn, 6 dark, bark 7 bike, hike 8 fair, share Answers will vary. Answers will vary. Answers will vary. Answers will vary.

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. Activate/Provide Prior Knowledge Students, you already know how to identify the beginning sound in a word. The words mat and map 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 /t/ in mat to /p/ to make map. Now, we will make new words. Make the Connection 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 CVC word constructions and changing only ending sounds. Teacher Note mat map

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 bat changed to /l/ in ball and so forth to make new words. Teacher Note To make new words, change the ending sound. Checking for Understanding What sound in can was changed to make cab? How do you know? In your own words, how do we make new words? “To make new words, ______.” Change sounds ca- ca t ca p ca n

Make a new word. ba- Block 2: Phonemic Awareness ba t ba g ba ll ba th
Skill Development & Guided Practice Make a new word. ba- ba t ba g ba ll ba th Students are practising making a new word by changing ending sounds. Say the word (bat). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: ba t. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in bat with /g/. Now say ba g.” Teacher and students alternate five times. Say the new word ba g = bag. Continue to change sounds to make new words such as /g/ in bag to /l/ to make ball and /l/ in ball to /th/ to make the new word bath. 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# 2125 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: Kate eat tells this Nate good
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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 a, e and long /oo/ Letter Patterns: double consonant Story word count: 88 words Teacher Note Read the words: Letter Sounds & Patterns Different Ending Forms High-Frequency Words Kate eat tells this Nate good says she bake will he cake they make all take help 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?

Kate and Nate’s Cake by Bert Smith Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate and Nate’s Cake by Bert Smith 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 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 title of the story? Who is the author? Comprehension

This is Kate. She likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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 Kate. She likes to bake cakes. 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? Ask five students to read the words Kate or bake. 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? Phonics What does Kate like to do? Comprehension

This is Nate. He likes to bake cakes.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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 Nate. He likes to bake cakes. Ask five students to read the words cake or bake. 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? 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 Kate and Nate like to do that is the same? Is the narrator a character narrator or unknown narrator? How do you know? Comprehension

Kate tells Nate she will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate tells Nate she will make a cake for mum’s birthday. Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words will and make. Select five individual students to blend and segment the word. Do cake and make rhyme? How do you know? Name 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 Kate tell Nate? Is Kate life-like or imaginary? How do you know? Comprehension

Nate tells Kate he will make a cake for mum’s birthday.
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Nate tells Kate he will make a cake for mum’s birthday. Assist students in reading the words mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words tell and cake. 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? Name another word that rhymes with make. Name 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 Nate want to make for mum? Is Nate life-like or imaginary? How do you know? Comprehension

Kate says, “Let’s make a cake for mum together.”
Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake. 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. Kate says, “Let’s make a cake for mum together.” “Good idea,” says Nate. Assist students in reading the words let’s, idea and together. Students have not been taught contractions or multisyllable words. Ask students to read the words cake and Nate. 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? Name 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 Kate say? What does Nate say? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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. Kate and Nate make a cake for their mum’s birthday. They make a big cake. Explain to the students that their means belongs to. Definition Assist students in reading the words their, mum’s and birthday. Students have not been taught possessive nouns or compound words. Ask students to read the words cake and make. 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? Teacher says, “Point to the high-frequency word and.” Teacher point to the high-frequency word they and says, “Read this 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? Who makes the cake? What kind of cake do they make? Comprehension

Block 3: Phonics/Letter Formation – We will read the story Kate and Nate’s Cake.
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. Kate and Nate take the cake to their mum. Their mum is happy! Kate and Nate help eat up all the cake. Explain to the students that their means belongs to. Definition Assist students in reading the words their and happy. Students have not been taught the high-frequency word their or that in the word happy the letter ‘y” can make the long e sound. Ask students to read the words Kate, take or eat. Select five individual students to blend and segment the word. What medial sound do Nate, cake, and make have? Teacher says, “Point to the high-frequency word help.” Teacher points to the high-frequency word all and says, “Read this 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? Is the purpose of this story to entertain or inform? How do you know? Retell something that happened in the story. 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. 156 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. 101 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

A graph is a drawing that uses bars to show measurements of things.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Identify means to find. A Frisbee is a plastic disk, shaped like a plate, that you throw to someone. A graph is a drawing that uses bars to show measurements of things. 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 picture. Say the name of the picture. What letter sound completes the word? Circle the letters that make that sound. Then, write the letters on the line and read the word. For example, say skirt. What sound completes the word? /Әr/. Circle the letters that make that sound. Students would circle the letters ir. Words: skirt, horn, shark, sheep, cake, corn, smear and curl. 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 through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single- sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” 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 sport to play. Tell me why it is the best sport to play. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling me the best sport to play and why. 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.

What did you do at school yesterday? (Pair-Share)
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Learning Objective Declare the Objective We will identify1 recount and procedural text. What will we identify? We will identify________. What does identify mean? Identify means __________. Activate/Provide Prior Knowledge Students, we can all tell each other what we did last night. When we retell something that already happened to us, we are recounting. We can also read text that is recounting something that happened. Now, we will identify recount and procedural text. Make the Connection What did you do at school yesterday? (Pair-Share) 1 find Definitions

There are different types of text.
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Concept Development Explain why the text below is procedural. Making breakfast is easy. First, you get a bowl. Then, you add cereal and milk. Last, eat the cereal. What is the difference between recount text and procedural text? The difference between recount and procedural text is ________.” Checking for Understanding There are different types of text. Type Example Recount text tells about something that already happened. Recount uses last week, last year and yesterday. 1. Last week, I went to the park. 2. I played games. 3. I rode my bike. 4. I had a lot of fun! 20 words Procedural text tells how to do something in order. Procedural uses steps like 1, 2, 3 or first, next and last. How to Brush Your Teeth 1. First, put the toothpaste on the brush. 2. Next, brush your teeth. 3. Last, rinse your mouth with water words

What is the type of text? Recount Procedural
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Skill Development & Guided Practice 1 Read the text. a Listen for recount text. Does the text tell about something that already happened? b Listen for procedural text. Does the text tell how to do something? 2 Identify the type of text. (circle recount or procedural) 3 Explain your answer. “The text is _____ because __________.” Identify recount and procedural text. Recount text tells about something that already happened. Recount uses last week, last year and yesterday. Procedural text tells how to do something in order. Procedural uses steps like 1, 2, 3 or first, next and last. 2 How did I/you identify the type of text? Checking for Understanding Beach Trip 1. Last year, we went to the beach. 2. We swam in the ocean. 3. We built a huge sandcastle using buckets and shovels. 4. We played games on the beach like Frisbee2 and soccer. 5. We even saw a big whale. 6. We had so much fun! words What is the type of text? Recount Procedural 2 a plastic disk, shaped like a plate, that your throw to someone. Definitions The text is recount because it tells about something that already happened.

What is the type of text? Recount Procedural
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Skill Development & Guided Practice 1 Read the text. a Listen for recount text. Does the text tell about something that already happened? b Listen for procedural text. Does the text tell how to do something? 2 Identify the type of text. (circle recount or procedural) 3 Explain your answer. “The text is _____ because __________.” Identify recount and procedural text. 2 How did I/you identify the type of text? Checking for Understanding Fun at School 1. Last week, I did a lot of things at school. 2. I read three books about bears. 3. I watched a movie on how a caterpillar turns into a butterfly. 4. I painted a picture of the Outback desert. 5. I made a graph3 showing everyone’s favourite sport words What is the type of text? Recount Procedural 3 a drawing that uses bars to show measurements of things Definitions The text is recount because it tells about something that already happened.

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 3 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 Shapes 1. There are different kinds of shapes. 2. There are two-dimensional shapes. 3. Two-dimensional shapes are flat. 4. Triangles, circles, squares and rectangles are all plane shapes. 5. There are solid shapes. 6. Solid shapes are not flat. 7. Cubes, spheres and cones are solid shapes words The second picture matches the text because it is a real picture of the kinds of shapes. Extended Thinking Which image would be used for imaginative text? How do you know? Which image would be used for informative text? How do you know? A B Picture A would be used for imaginative text because gorillas do not climb buildings. Picture B would be for informative text because it is a real picture of a gorilla.

We will distinguish between open and closed questions.
Block 7: Grammar (Distinguish between open and closed questions.) Learning Objective Declare the Objective We will distinguish between open and closed questions. What will we use? We will use_______. Grammar Workbook p. 55 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the story, Kate and Nate’s Cake.
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, Kate and Nate’s Cake. Blend and segment the word cake. What is the medial sound in cake? What is recount text? What is procedure text? Use the high-frequency word then in a sentence.

Year 1 - Term 4, Day 17 Different Texts.

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Year 1 - Term 4, Day 17 Different Texts.

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