Year 1 - Term 4, Day 23 Review.

Year 1 - Term 4, Day 23 Review

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. Day 23 covers r-controlled letter patterns and other sounds during the phonics section. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

thank then much help day long first before after know tell which full
Block 1: Opening Daily Review High-Frequency Words thank then much help day long first before after know tell which full also of than once has an from every Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

We will 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. Remember the Concept hair ear steer chair storm stare square start hard dark short 12 park 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. /hair/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /hair/ - /h//air/ 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 hair? The beginning sound in hair is /h/.” Teacher asks the students, “What is the ending sound in hair? The ending sound in hair is /air/.” Then, teacher blends the word /h(hold the –air sound)/. Alternate between teacher and students five times. Teacher and students say the word /hair/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2145 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.)

R-Controlled Patterns
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Learning Objective We will read r-controlled words. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r” usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all, such as in hair, square, deer and ear. Teacher Note Concept Development R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. R-controlled patterns with “air”,”are”,”eer” and “ear” are usually found at the beginning, middle or end of words. Positional Frequency Say the sound of the r-controlled pattern –air, are, eer and ear. Is the r-controlled pattern –eer in the word cheer? Yes/No Is the r-controlled pattern –ear in the word smear? Yes/No Checking for Understanding R-Controlled Patterns

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? pair share stamp fair 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? Explain to the students pair refers to two things of the same type. Explain it is not the fruit you eat. Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –air and –are usually comes at the beginning, middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as p(hold the –air sound), sh(hold the –are sound), ssstaaammmp and fff(hold the –air sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? scare shape stair mare 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? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –are and -air usually comes at the beginning, middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as sssc(hold the –are sound), ssshaaape, ssst(hold the –air sound) and mmm(hold the –are sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? cheer peer tear deer 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? Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ear or –eer usually comes at the beginning, middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as ch(hold the –eer sound), p(hold the –eer sound), t(hold the –ear sound) and d(hold the –eer sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have an r-controlled pattern? sneer year eat clear 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? Explain to the students sneer means to speak or smile in a very unkind way to someone. Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ear or –eer usually comes at the beginning, middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as sssnnn(hold the –eer sound), y(hold the –ear sound), eeeat and clll(hold the –ear sound). Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

1. Ava’s favourite shape is a square.
Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice 1. Ava’s favourite shape is a square. 2. We walked to the fair near our home. 3. The cat sneered at the dog for sleeping on its chair. 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? Look at the sentences. Read the sentence. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice A Walk to the River Early in the morning, Thomas walks down to the stream. He walks to the edge of the stream. The clear water moves slowly. Thomas sees a deer near the edge of the stream. Thomas stands still and stares at the deer. 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? Read A Walk to the River. Read the text using r-controlled patterns –air, -are, -eer and-ear sounds to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery air - /air/ are - /air/ eer - /eer/ ear - /eer/ R-Controlled Pattern

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled 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 r-controlled 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. 162 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. 104 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

A cast is a hard case that is put over a broken foot, arm or leg.
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 Lesson Vocabulary A cast is a hard case that is put over a broken foot, arm or leg. Dew is small drops of water that form on things outside during the night.

Teacher Guided: Phonics
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 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. Ask the students to read the word shade. Have the students write the letters sh- in the row below to make a new word. Have the students read the new word. Then, have the students write two sentences using the new words on the back of this activity. For example, add (sh) to the letter eep to make sheep. Add (sh) to the letter ape to make shape. Add (sh) to the letter op to make shop. Materials: Print out slides two and three and give a pencil and crayons to each student. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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 five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on the blank slide. Have the students come back after five or ten minutes and share the words that they found with the other students. 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 identify recount and procedural text.
Block 6: CAP/ Reading Comprehension (Identify recount and procedural text.) Learning Objective We will identify recount and procedural text. Periodic Review 2 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 hard case that is put over a broken foot, arm or leg Definitions How to Send Mail 1. First, get an envelope. 2. Next, write your address on the upper-left corner. 3. Then, write the name and mailing address to the person it is going to. 4. Last, put a stamp on the envelope and put in the mailbox words Recount Procedural 1. Last winter, I hurt my foot. 2. I slipped down some stairs. 3. I broke my foot. 4. My mum took me to the doctor where he put a cast1 on my foot. 5. It was bad word Extended Thinking Mack said the text below is recount, but Mia disagrees. Mia says it is procedural text. Who is correct? Explain your answer. I had a lot of fun yesterday. I rode my bike. I played video games. I went swimming. I stayed up late and watched a movie. Mack is correct. The text is recount because it tells about something that happened already.

We will identify class and subclass words.
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Learning Objective Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific2 names of things that belong together. Concept We will identify class and subclass words. Periodic Review 2 1 Read the class titles. 2 Read the words. 3 Identify class and subclass words. a Circle the subclass words that belong to the first class. b Underline subclass words that belong to the second class. Identify class and subclass words. Things you wear on your head Things you wear on your feet Extended Thinking What class title do these things belong to? pig cow horse 1. shoes 2. 3. boots 4. glasses 5. socks 6. sandals hat Farm Animals Zoo Animals

Reading Fluently Hints
Block 6: CAP/ Reading Comprehension (Read fluently.) Learning Objective We will read fluently. Periodic Review 3 To read fluently means to read in a smooth1 and easy way. Read without mistakes. Read like the way we talk. Concept 1 Teacher reads text. Students track. 2 Track and read aloud with teacher. (choral reading) 3 Read fluently by reading smooth like the way we talk. Use the hints, so you don’t make mistakes. (read aloud) Read fluently. Reading Fluently Hints Text Pause at a comma (,). Voice goes up or down at exclamation (!) or question marks (?) Stop at full stops(.). Evening The day is past, the sun is set, And the white stars are in the sky. While the long grass with dew1 is wet, And through the air the bats now fly. 32 words Adapted from Thomas Miller Extended Thinking Liz did not stop between the sentences. Help Liz read fluently by reading without mistakes. Make sure to stop at full stops. Kit tried to fly a kite. She held onto it tight. Soon it got loose and was grabbed by a goose. 1 small drops of water that form on things outside at night Definitions

We will use context clues.
Block 7: Grammar (Use context clues.) Learning Objective Declare the Objective We will use context clues. What will we use? We will use_______. Grammar Workbook p. 61 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about r-controlled patterns –air, are and –eer, ear.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about r-controlled patterns –air, are and –eer, ear. Tell me something about recount text. Tell me something about procedure text. Use the high-frequency words long, day or help in a sentence.

Year 1 - Term 4, Day 23 Review.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 23 Review."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Year 1 - Term 4, Day 23 Review.

Similar presentations

Presentation on theme: "Year 1 - Term 4, Day 23 Review."— Presentation transcript:

Similar presentations

About project

Feedback