Year 1 - Term 4, Day 33 Digital Learning.

Year 1 - Term 4, Day 33 Digital Learning

Today is ________________.
Block 1: Opening Daily Review You will need to type the date each day in the PowerPoint or write it on the board. As the program progresses, consider having students write or contribute to the daily message. Topic Suggestions: Teacher says; students repeat. Weather: “It is hot today.” Activities taught yesterday: “We learned the letter ____ yesterday.” Activities for today: “Today, we will write our names.” Teacher Note Use "Frere Jacques“ melody to sing: Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun! Activity: Daily Message Chant Today is ________________. Students, this is our daily message. It tells us the date. Please follow along as I read the sentence. “Today is ____________ (day of the week, day of the month, month of the year and year.)” Message What is today’s date? “Today is _______________.” Tell your partner the date. Checking for Understanding

Block 1: Opening Click here to hear the sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

right through over only not thank then much help day long which tell
Block 1: Opening Daily Review High-Frequency Words right through over only not thank then much help day long which tell know never why come full also of than 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 shell mad sad hay steam front three clash bell cliff fuzz 12 shine 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. /shell/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /shell/ - /sh/ /ee//ll/.” 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 shell? The beginning sound in shell is /sh/.” Teacher asks the students, “What is the ending sound in shell? The ending sound in shell is /ll/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in shell is /short e/ .” Then, teacher blends the word /sheeellll/. Alternate between teacher and students five times. Teacher and students say the word /shell/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will make new words. Make a new word. cra-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. cra- cra/b cra/ck cra/sh cra/m Students are practising making a new word with the short a sound (a) by changing ending sounds. Explain to the students cram means to stuff things into a small space. Say the word (crab). Teacher and students alternate five times. Teacher separates the sounds by saying the first sound and vowel together then ending sound: cra b. Teacher and students alternate five times. Teacher will say, “Now, we will change the last sound in crab /b/ with /ck/. Now say cra ck.” Teacher and students alternate five times. Say the new word cra ck = crack. Continue to change sounds to make new words such as /ck/ in crack to /sh/ to make crash; /sh/ in crash to /m/ to make cram. 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# 2115 Activity 1 Activity 2 Activity 3 Activity 4
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Teacher’s Choice Activity 5 Wiggles Have students stand and do the wiggle: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read the text. Read the words: crab called has hard legs a
Block 3: Phonics/Letter Formation – We will read the text Crabs. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will read the text. Activate Prior Knowledge Teacher Note Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a and e, consonant blends er, r-controlled and double consonant ll, digraph sh Letter sounds: r-controlled er /Әr/, consonant blends, ll /l/, /sh/ Text word count: 98 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words crab called has hard legs a keep plants is safe shells many live they 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?

Crabs by Stephen Neer Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text Crabs. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Throughout the text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Teacher Note Crabs by Stephen Neer What is the title of the text? Who is the author? What do you think this text 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?

Block 3: Phonics/Letter Formation – We will read the text Crabs.
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 a claw is the sharp curved part at the end of a leg of an animal. Definition This is a crab. A crab has ten legs. The front legs on a crab are called claws. Assist students in reading the word claws. Students have not been taught the aw /au/ sound. Help students read the word called even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the words ten and leg. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound for ten and leg? Point to the high-frequency word has 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? How many legs does a crab have? What are claws? Comprehension

Many crabs have hard shells that keep them safe.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Many crabs have hard shells that keep them safe. Students may need help with reading the word shells even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the words shell or keep. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word? Point to the high-frequency word many 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? What kind of shells do crabs have? Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Most crabs walk or run on the bottom of the sea. Many crabs walk sideways. Some crabs can swim. Explain to the students that sideways means to move to the side. Definition Students may need help with reading the words sideways and bottom. Students have not been taught compound words or words with double consonants in the middle. Select five individual students to blend and segment the word walk. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word many 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? How do crabs walk? Comprehension

Crabs eat plants and animals. Crabs eat worms, clams and mussels.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs eat plants and animals. Crabs eat worms, clams and mussels. Explain to the students that mussels are small sea animals with a soft body in a black shell. Definition Assist students in reading mussels. Students have not been taught to read multisyllable words or words with double consonants in the middle. Select five individual students to blend and segment the word eat. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word and 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? What do crabs eat? Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Crabs live all over the world. Crabs live in the sea. Crabs live in freshwater rivers and lakes. Explain to the students that freshwater has small amounts of salt. Definition Assist students in reading the word freshwater. Students may need help reading multi-syllable and compound words. Select five individual students to blend and segment the word crab. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word over 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? Where do crabs live? Comprehension

Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Crabs also live on land. They live in pits. The crabs dig pits in the sand or mud. Select five individual students to blend and segment the word sand. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word the 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? What do crabs live in on land? Comprehension

Crabs are interesting animals.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs are interesting animals. Explain to the students that the word interesting means something is cool or neat. Definition Assist students in reading the word interesting. Students may need help reading multi-syllable words. Ask students to read the word crab. 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? Point to the high-frequency word are on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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 was the purpose of the text? Was it to inform or to entertain? Name a fact from the text. 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. 171 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. 111 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

Scroll means to move up and down on a computer screen.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Scroll means to move up and down on a computer screen. (Show example of scrolling using this PowerPoint document.) 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 Read sentences
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read sentences 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 picture. Say the name of the picture. What medial/middle sound completes the word? Circle the letter(s) that makes that sound. Then, write the letters on the line and read the word. For example, say sing. What sound completes the word? (short i). Circle the letters that make that sound. Students would circle the letters i. Words: sing, leaf, pool, vest, brown, goat, father and liight. Materials: Print out this slide and give a pencil to each student. Directions: First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added. 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 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 to draw something about the topic.

We will explore digital text.
Block 6: CAP/ Reading Comprehension (Explore digital text.) Learning Objective What will we explore? We will explore ________. Declare the Objective We will explore digital text. Concept Development Students will need access to a computer or computer lab to complete this lesson. Consider partnering the students into pairs or groups if computers are limited. For this lesson, students will need to use a mouse and keyboard. Explain to the students the home button is usually a house. The colour may be different, but a home icon is used. Explain to the students the navigation buttons are usually at the top of the page in the right- or left-hand corner. Teacher Note Digital text is written text found on the computer and Internet. To explore digital text, use links and the navigation bar. A link is words or pictures that you click to find information. A link is underlined and highlighted. Good to Great Schools DataWORKS A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. Back Forward Home Which is an example of a link button? How do you know? A B In your own words, what is digital text? “Digital text is __________.” Checking for Understanding

Digital text is written text found on the computer and Internet.
Block 6: CAP/ Reading Comprehension (Explore digital text.) Skill Development & Guided Practice Digital text is written text found on the computer and Internet. Explain to the students that sometimes the Internet is slow when accessing information. Teacher Note 1 Listen for the directions. 2 Explore digital text using the mouse and keyboard. a Click on the link. b Use the navigation bar. Explore digital text. 2 How did I/you explore digital text? Checking for Understanding Type in the link: Australian Zoo (Students can also type the site name in a search engine.) Directions Teacher Notes Click on Animals. Scroll1 the page looking at the animals. (Allow students to scroll the page looking at the different animals.) Use the navigation bar, click the back arrow. (Students should return back to home page.) Use the navigation bar, click the forward arrow. (Students should return to the animals page.) Click on OUR ANIMALS. Scroll the page looking at the animals. (Allow students to scroll the page looking at the animals.) Click on Birds. (Allow students a few seconds to look at the page.) (Students should return back to Animals Facts.) (Students should return to the Animals page.) (Students should return to the animal facts page.) A link is words or pictures that you click to find information. A link is underlined and highlighted. A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. . Concept 1 to move information up and down on a computer screen Definitions

Block 6: CAP/ Reading Comprehension (Explore digital text.)
Relevance Does anyone else have another reason why it is relevant to explore digital text?(Pair-Share) Why is it relevant to use explore digital text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Digital text is written text found on the computer and Internet. To explore digital text, use links and the navigation bar. 1 Exploring digital text will help you learn how to find information on the Internet. If you are learning about animals, you can go to the Internet and click on the digital text looking for information. You can use links and the navigation buttons to find the information.

Type in the link: https://www.australiazoo.com.au/
Block 6: CAP/ Reading Comprehension (Explore digital text.) Skill Closure Have students use the same word website from Skill Development/Guided Practice. Teacher Note 1 Listen for the directions. 2 Explore digital text using the mouse and keyboard. a Click on the link. b Use the navigation bar. Explore digital text. Digital text is written text found on the computer and Internet. A link is words or pictures that you click to find information. A link is underlined and highlighted. A navigation bar is used to move through the digital text. A navigation bar has buttons for moving back, forward or home. . Concept Type in the link: Australian Zoo (Students can also type the site name in a search engine.) Directions Teacher Notes Click on Animals. Click on ANIMAL ENCOUNTERS. Scroll the page. (Allow students a few seconds to look at the page.) Use the navigation bar, click the back arrow. (Students should return to the animals page.) Use the navigation bar, click the forward arrow. (Students should return to the animal encounters page.) Extended Thinking Using your whiteboard, draw the navigation button for back. Using your whiteboard, draw the navigation button for forward. Summary Closure What did you learn today about exploring digital text? (Pair-Share)

We will write informative text.
Block 7: Grammar (Write informative text.) Learning Objective Teacher will need to provide the topic. Lesson was left blank for teacher and students to brainstorm ideas for the informative text. Fill-in the graphic organizer using the whiteboard. Please prompt students to think of facts about the topic. Teacher Note We will write informative text. Review 1 Read the topic. 2 Write two to three facts about the text. (write in table) Write informative text. An informative text gives facts about a topic. A topic is what the text is about. Facts are real pieces of information. Remember the Concept topic Facts Fact #1 Fact #2 Fact #3

__________________________________________________________
Block 7: Grammar (Write informative text.) Review Lesson was left blank for teacher and students to brainstorm facts about the topic. Fill-in the graphic organizer using the whiteboard. Provide words in the Word Bank for the students. Teacher Note 3 Write informative text. (use the table) a Write the topic first. b Write three facts about the topic. Write informative text. An informative text gives facts about a topic. A topic is what the text is about. Facts are real pieces of information. Remember the Concept ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________ Word Bank

Informative Checklist
Block 7: Grammar (Edit written text.) Learning Objective Declare the Objective We will edit your written informative text. What will we do to the text? We will ______________. Explain to the students they will use the Informative Text Checklist to edit their written text. 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 topic sentence and 3-4 facts about the topic. (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 Informative Checklist Has a topic. Has 3-4 facts about the topic. Uses a capital letter at the beginning of each sentence. Uses a capital letter at the beginning of a person’s name. Uses ending punctuation.

To present means to talk in front of people. To present:
Block 6: CAP/Reading Comprehension Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective Declare the Objective We will present text. What will we present? We will present________ Concept Development There are many animals that live in the ocean. 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: Tell a fact about something Stand up Speak clearly Use your strong voice 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 text to the class. Make sure to stand up, speak clearly and use your strong voice. Then, have the students practise reading the text to their partner. Select five students to read the informative text to the class, if time allows. Teacher Note: Method of Delivery

Tell me something about the text, Crab.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: What is the purpose of the text? Name a fact from the text. Teacher Note Tell me something about the text, Crab. Blend and segment the word safe. What is the medial sound in safe? What do we use to explore digital text? Use the high-frequency word stop in a sentence.

Year 1 - Term 4, Day 33 Digital Learning.

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Year 1 - Term 4, Day 33 Digital Learning.

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