Year 1 - Term 4, Day 38 Digital Learning.

Year 1 - Term 4, Day 38 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

good number stop right through over only not thank then much help day
Block 1: Opening Daily Review High-Frequency Words good number stop right through over only not thank then much help day long which tell know never why come full 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 sing mow storm train leaf home grow bloom seat save born 12 ring 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. /sing/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /sing/ - /s/ /i//ng/.” 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 sing? The beginning sound in sing is /s/.” Teacher asks the students, “What is the ending sound in sing? The ending sound in sing is /ng/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in sing is /short i/ .” Then, teacher blends the word /sssiiing/. Alternate between teacher and students five times. Teacher and students say the word /sing/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 1922 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: spring flowers helps winter
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. 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 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, e and o, consonant blends, er r-controlled, double consonant ll, digraph ch, ow and th Letter sounds: r-controlled er /Әr/, consonant blends, ll /l/, /ch/, /ow/, /th/ Text word count: 145 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words spring flowers helps winter crops the fall or plant some grow has 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?

The Four Seasons by Hanna Mars Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. 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 The Four Seasons by Hanna Mars 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 The Four Seasons.
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 season is a time of year that has a particular type of weather. Definition Earth has four seasons. The seasons are spring, summer, autumn and winter. Assist students in reading the words seasons, summer, autumn and winter. Students may need help reading multisyllable words and words with double consonants in the middle. Select five individual students to blend and segment the word spring. What is the beginning sound of the word? What is the ending sound of the word? 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 seasons does Earth 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. Spring is the season when the days get warmer. Many plants, flowers and trees start to grow. Explain to the students that a season is a time of year that has a particular type of weather. Definition Assist students in reading the words season, warmer and flowers. Students may need help reading multisyllable words. Ask five students to read the words tree and grow. 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 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 is spring? 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. Summer is the season when the days get hot. Summer has the longest and warmest days. Many crops grow in the summer like corn, tomatoes and rockmelon. Explain to the students that a season is a time of year that has a particular type of weather. Explain to the students that a tomato is a red or yellow fruit that you eat. Definition Assist students in reading the words summer, season, longest, warmest and tomatoes, and rockmelon. Students have not learned irregular plurals and words with double consonants in the middle. Student have not been taught the ending form –est. Students may need help reading multisyllable words. Ask five students to read the words crop and corn. 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 like 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 is the weather like in the summer? 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. Autumn is the season when the days get cool. In some places, the leaves change colour. The leaves change from green to red, yellow, orange or brown. Then, the leaves fall to the ground. Explain to the students that a season is a time of year that has a particular type of weather. Definition Assist students in reading the words autumn and leaves. Students have not learned about irregular plurals. Students may need help reading multisyllable words. Select five individual students to blend and segment the words fall and cool. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 the weather like in the autumn? 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. Explain to the students that a season is a time of year that has a particular type of weather. Explain to the students that a eucalyptus is a tree that keeps its green leaves in the winter. Explain to the students that a juniper is a shrub that keeps its green leaves in the winter. Definition Winter is the season when the days are very cold. Most trees and plants stop growing. Some plants stay green like eucalyptus and juniper. Assist students in reading the words eucalyptus, juniper, winter and shortest. Students may need help reading multisyllable words. Students have not learned irregular plurals. Student have not been taught the ending form –est. Select five individual students to blend and segment the words plant and stop. What is the beginning sound of the word? What is the ending sound of the word? Phonics Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? What is the weather like in the winter? 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. Winter has the shortest days, and can be very cold and rainy. In some places, frost or snow can cover the ground and plants. Assist students in reading the words winter, rainy and shortest. Students may need help reading multisyllable words. Student have not been taught the ending form –est. Select five individual students to blend and segment the word frost. What is the beginning sound of the word? What is the ending sound of the word? Point to 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 can cover the ground in winter? Comprehension

Every year, Earth has four seasons.
Block 3: Phonics/Letter Formation – We will read the text The Four Seasons. 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 season is a time of year that has a particular type of weather. Definition Every year, Earth has four seasons. Assist students in reading the words Earth, seasons, four and seasons. The our in four makes the r-controlled /or/ sound. Students may need help reading multisyllable words. 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 seasons does Earth have? Name a fact from the text. What was the purpose of 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. 174 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. 116 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

Lesson Vocabulary Block 4: High-Frequency Words & Voc. Development
Define any difficult words from the story or lesson that will be read today. Teacher reads the word first, and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note

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 a poem. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give each student a pencil and crayons. Directions: Students will read the word given and then write a word that rhymes with that word. Then, students will write the rhyming word and draw a picture of that word. For example for car, student may write jar, far, star, scar. deer: fear, peer, near, smear, sneer moon: spoon, prune, tune horn: corn, torn, thorn hair: chair, stair, pair, scare grow: row, tow, blow, glow, low, snow 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 and five. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Place the high-frequency word cards face down in rows. Taking turns, students select two cards, read them orally, and determine if they have a match. If there is a match, pick up the cards and place to the side. If cards do not match, return them to their original place. Continue until all matches are made. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a poem about their favourite animal. Directions: Write your favourite animal down the page. Next, write something that describes why that animal is your favourite on each line starting with that letter. Students can write what it looks like, how it feels or why it’s their favourite animal. Consider brainstorming with students or providing a list of adjectives that describe different animals. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Then, have students draw their favourite animal.

We will write using a computer.
Block 6: CAP/ Reading Comprehension (Write using a computer.) Learning Objective What will we write? We will write ________. Declare the Objective We will write using a computer. 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. Consider creating a “Student Work” folder for each computer. The word processing program should be easy for the students to find. Project a word program on the screen to show students where things are located such as file, save as, etc. Teacher Note A computer can be used to write a story or information. Write using a computer Open a word processing program Save the document Click file in the corner Click “save as” Click desktop Type your name Click save Type the story or text using the keyboard Use the space bar to add spaces between words Name one thing we do to write using a computer. Name one step for saving a document. (Pair-Share) In your own words, what can a computer be used to write? “A computer can be used to write __________.” Checking for Understanding

A computer can be used to write a story or information.
Block 6: CAP/ Reading Comprehension (Write using a computer.) Skill Development & Guided Practice Model to the students where they can locate the word processing terms to save the document (i.e., file, save as, desktop). Have students follow each step for saving a document. Teacher Note A computer can be used to write a story or information. 1 Listen to the instructions. 2 Click on the word processing program. 3 Save the document. a Click file in the left-hand corner. b Click save as. c Click desktop. d Type your name and Sport in the file name box. e Click save. Write using a computer. 3 How did I/you save the document? Checking for Understanding

Soccer is my favourite sport. It is the best sport
Block 6: CAP/ Reading Comprehension (Write using a computer.) Skill Development & Guided Practice Consider typing the information in an actual word processing program instead of using the answer provided. Show students how to write using a computer by typing the information. Remind the students to use the space bar between words. Teacher Note A computer can be used to write a story or information. 1 Write using a computer. 2 Type the information using the keyboard. (use the spacebar between words) a Write your favourite sport. b Tell why it is your favourite. c Click file and then save. Write using a computer. 2 How did I/you write using a computer? Checking for Understanding Soccer is my favourite sport. It is the best sport because you get to run and score goals.

You can share information about yourself to others.
Block 6: CAP/ Reading Comprehension (Write using a computer.) Relevance A computer can be used to write a story or information. Does anyone else have another reason why it is relevant to write using a computer?(Pair-Share) Why is it relevant to write using a computer? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding 1 Writing using a computer will help you share stories and information with others. You can share information about yourself to others.

best sport. You get to run and score
Block 6: CAP/ Reading Comprehension (Write using a computer.) Skill Closure Have students use the same website from Skill Development/Guided Practice. Teacher Note 1 Write using a computer. 2 Type the information using the keyboard. (use the spacebar between words) a Write two more sentences saying why it is your favourite sport. b Click file and then save. Write using a computer. A computer can be used to write a story or information. Concept Soccer is my favourite sport. It is the best sport. You get to run and score goals. In soccer, you also get to play. with your friends. Plus, you get to stop them from scoring a goal. Extended Thinking Name two things you do to write using a computer. Summary Closure What did you learn today about writing using a computer? (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 Toothy and Germy 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 Inside your mouth Character Toothy the warrior Germy the sugar bug 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 What will we do to the text? We will ______________. Declare the Objective We will edit your written narrative. Explain to the students they will use the Narrative Checklist to edit their written story about Toothy the warrior and Germy the sugar bug. 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 What will we present? We will present________ Declare the Objective We will present a story. 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, The Four Seasons.
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, The Four Seasons. Blend and segment the word snow. If you change the beginning sound in the word snow and add /g//r/ what word do you make? What did you learn about writing using a computer? Use the high-frequency word take in a sentence.

Year 1 - Term 4, Day 38 Digital Learning.

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