Year 1 - Term 4, Day 18 Different Texts.

Year 1 - Term 4, Day 18 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

then much help day long which tell know never why come full also of
Block 1: Opening Daily Review High-Frequency Words then much help day long which tell know never why come full also of than once has an from every any Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

We will segment and blend words.
Block 2: Phonemic Awareness (Segment and blend words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective What will we do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice To segment is to separate the sounds in a word. Blending is putting the sounds together to make a word. Beginning sound is the first sound in a word. Ending sound is the last sound in a word. Medial sound is the middle sound. Remember the Concept jeep sheep meat pea moat three seed right team queen tube 12 feet Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds. Teacher points to picture/greyed text and says the word. /jeep/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /jeep/ - /j/ /ee//p/.” Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed. Teacher asks the students, “What is the beginning sound in jeep? The beginning sound in jeep is /j/.” Teacher asks the students, “What is the ending sound in jeep? The ending sound in jeep is /p/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in jeep is /long e/ .” Then, teacher blends the word /jeeeep/. Alternate between teacher and students five times. Teacher and students say the word /jeep/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1935 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? What do you think this story is about? 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 time. 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? 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? What is it time for the character to do? 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 cover yourself with a blanket. 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 sheet and feet. 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 does the character 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). Ask students to read the words sleep and keeps. 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 happens to Ethan? 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 count and sheep. What is the beginning sound of the word? Do the words sheep and sleep rhyme? If yes, produce another word that would rhyme with sheep and sleep. Teacher points to a high-frequency word and says, “Read this word to your partner.” Point to the high-frequency word ___ on the page. (Teacher inserts the word in the blank.) 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 character see? 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 sheep. 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? What is Ethan doing? 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 medial sound of the word sheep? Point to the high-frequency word helps 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 happens to Ethan? 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 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 even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the words wakes 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 medial sound of the word night? Point to the high-frequency word he 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? When Ethan wakes up, he sees a sheep sleeping on his feet. The sheep had a busy night being counted. What does Ethan see on his feet? Tell me what 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. 157 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. 102 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

Block 4: High-Frequency Words & Voc. Development
Lesson Vocabulary An icon is a small sign or picture on a computer that is used to start a program. 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.

We will identify recount and procedural text.
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Learning Objective What will we identify? We will identify________. Declare the Objective We will identify recount and procedural text. Concept Development Explain why the text below is recount. Last night, we went out. We went to dinner and had hot dogs. We went to the ice cream shop. 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! 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 Turning on a Computer
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. Procedure text tells how to do something in order. Procedure uses steps like 1, 2, 3 or first, next and last. 2 How did I/you identify the type of text? Checking for Understanding Turning on a Computer 1. First, check to see that the computer is plugged into the wall. 2. Next, press the power button. 3. Type in the password, then press Enter on the keyboard. 4. Last, wait for the icons1 to appear on the screen. You are ready to use the computer words What is the type of text? Recount Procedural 1 small sign or picture on a computer that is used to start a program Definition The text is procedural because it tells how to turn on the computer in order.

Peanut Butter and Jam Sandwich
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 Peanut Butter and Jam Sandwich 1. Making a peanut butter and jam sandwich is easy! 2. First, I get two slices of bread. 3. Next, I spread peanut butter on one slice. 4. Then, I put jam on the other slice. 5. Last, I put the bread together and eat it! 40 words What is the type of text? Recount Procedural The text is procedural because it tells how to make a peanut butter and jam sandwich in order.

Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.)
Relevance Does anyone else have another reason why it is relevant to identify recount and procedural text?(Pair-Share) Why is it relevant to identify recount and procedural text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Recount text tells about something that already happened. Procedural text tells how to do something in order. 1 Identifying recount and procedural text will help you understand what you are reading. 1. Last week, I went to the park. 2. I played games. 3. I rode my bike. 4. I had a lot of fun! 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. This text tells us what someone did last week. This text tells us how to do something.

Last night, I had a soccer game. I scored the winning goal.
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Skill Closure 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. 1. Last year, we went on a holiday to the snow. 2. We skied. 3. We built snowmen. 4. We had snowball fights. 5. It was a great holiday in the snow! words Recount Procedural Sending A Text Message 1. First, pick the person you want to send the text to. 2. Next, type the text. 3. Last, send the text message to your friend words Extended Thinking Explain why the text below is not procedural text. The text is not procedural because ________________________________________________________. Last night, I had a soccer game. I scored the winning goal. It does not tell how to do something. The text tells about the soccer game that happened last night. Summary Closure What did you learn today about identifying recount and procedural text? (Pair-Share)

We will write a narrative.
Block 7: Grammar (Write a narrative.) Learning Objective Lesson was left blank for teacher and students to brainstorm ideas for the narrative. Fill-in the graphic organizer using the whiteboard. Please prompt students in creating a beginning, middle and ending, such as “what is the grasshopper or ant doing?” Teacher Note We will write a narrative. Review 1 Look at the picture. 2 Read the setting and character name(s). 3 Using the picture, list the three parts. (write in table) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Remember the Concept Setting in the kitchen Character Chef Frank Events Beginning Middle Ending

__________________________________________________________
Block 7: Grammar (Write a narrative.) Review Lesson was left blank for teacher and students to brainstorm ideas for a narrative. Fill-in the graphic organizer using the whiteboard. Provide words in the Word Bank for the students. Teacher Note 1 Write a narrative. (use the events from the word bank) a tell about the beginning (tells about the character and setting). b tell about the middle (tells the problem). c tell about the ending (tells the solution). Write a narrative. A narrative tells a story. A narrative: has a setting has characters has a beginning, middle and ending. Concept ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________ Word Bank

We will edit your written narrative.
Block 7: Grammar (Edit written text.) Learning Objective Declare the Objective We will edit your written narrative. What will we do to the text? We will ______________. Explain to the students they will use the Narrative Checklist to edit their written story about Chef Frank. Teacher Note Skill Development & Guided Practice 1 Read the writing. 2 Edit the writing. (use the checklist; make any changes, if needed) a Look for the beginning, middle and ending of the story. (check) b Look for errors in capitalisation. (check) c Look for errors in punctuation. (check) Edit written text. Edit means to look for errors in your writing. Concept Narrative Checklist Has a beginning (characters and setting) Has a middle (problem) Has an ending (solution) Use a capital letter at the beginning of each sentence. Use a capital letter at the beginning of a person’s name. Use ending punctuation.

To present means to talk in front of people. To present: Stand up
Block 7: Grammar (Write a narrative.) 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. Chef Frank likes to cook. Learning Objective Declare the Objective We will present a story. What will we present? We will present________ Concept Development Use your strong voice. Name one thing you do to present. In your own words, what does present mean? “Present means _____________.” Checking for Understanding To present means to talk in front of people. To present: Stand up Speak clearly Use your strong voice Read your story Provide more examples of stories that are presented such as dreamtime stories. Provide oral examples of speaking clearly and not speaking clearly. Refer to the Voice Levels Poster for “Strong Voice.” Use your strong voice and have students practise their strong voice with their partners. 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? Skill Development & Guided Practice Teacher reads the story to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading their story for the previous lesson to their partner. Select five students to read their story to the class, if time allows. Teacher Note: Method of Delivery

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 sheep. What is the medial sound in sheep? Which type of text tells about something that already happened? Procedure or Recount Use the high-frequency word thank in a sentence.

Year 1 - Term 4, Day 18 Different Texts.

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Year 1 - Term 4, Day 18 Different Texts.

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