1. Responses to Text Year One - Term 1, Day 26
Click here for the pacing calendar:

2. We will read the alphabet.
Block 1: Opening
Learning Objective
Declare the Objective
We will read the alphabet.
What will we read?
We will read the _______.
Teacher Note
Concept Development
Refer to posted alphabet.
The alphabet is all the letters.
Each letter has a name.
Phonics Alphabet Song
Checking for Understanding
Tell me a letter in the alphabet.
Repeat after me.
“The alphabet is all the letters.”
Tell your partner.
Skill Development & Guided Practice
Checking for Understanding
Teacher and students read the alphabet.
Teacher says the name of the letter and students repeat.
If students are ready, chant the alphabet with sounds (A, /ah/, apple; B, /b/, ball; C, /k/, cat, etc.) or click on the link in the grey box for the alphabet with sounds.
Select ten letters and review the letter sounds. Alternate between teacher and students five times.
Teacher Note: Method of Delivery
Then, teacher points to a letter already taught and asks, “What is the name of this letter?”
Students reply with, “The name of the letter is ____.”

3. Block 1: Opening Daily Review Teacher Note
You will need to type the date each day in the PowerPoint or write it on the board.
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
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.)”
For example: Wednesday, 22nd of July,
Message
What is today’s date?
“Today is _______________.”
Checking for Understanding

4. rail train say play make late bee peep leap reach Long a
Block 1: Opening
Daily Review
Click here to hear the sounds.
Long a
Long a Spelling – ai
Long a Spelling – ay
Long a Spelling – a_e
rail
train
say
play
make
late
Long e
Long e Spelling – ee
Long e Spelling – ea
bee
peep
leap
reach
Skill Development & Guided Practice
Review the long a and sounds and spellings. This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times
Say the name of the letter. Teacher points to the letter. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the letter (insert the sound). (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the picture. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: a, long a sound, ape)
Review the long a spellings ai, ay and a_e.
Review the long e spellings ee and ea.
Teacher Note: Method of Delivery

5. how who say by her him look we High-Frequency Words Block 1: Opening
Daily Review
High-Frequency Words
how
who
say by
her
him
look we
Skill Development & Guided Practice
Review the high-frequency words.
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 read word #________.
4. Teacher asks students to whisper a word he is pointing to.
5. Teacher asks students to read the word she is pointing to in a squeaky voice.
Teacher Note: Method of Delivery

6. Say the name of the picture.
Block 2: Phonemic Awareness (Recognise rhyming words.)
Learning Objective
What will we recognise?
We will recognise ________.
What does recognise mean?
recognise means to ________.
Declare the Objective
We will recognise1 rhyming words.
Activate/Provide Prior Knowledge
Students, these two pictures have the same sound at the end. We call words that have the same ending sound rhyming words. Now, we will recognise rhyming words.
Make the Connection
Say the name of the picture.
Say the names of the pictures and then have students say them with you.
Teacher Note
wig
pig
1 look for
Definitions

7. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.)
Concept Development
Do coat and float rhyme? Coat and float rhyme because _______.
Why do coat and nose not rhyme? Coat and nose do not rhyme because ________.
In your own words, what are rhyming words?
Rhyming words have _________.
Checking for Understanding
Rhyming words have the same ending sound.
Rhyming words
boat
coat
goat
Not rhyming words
boat
bone

8. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.)
Skill Development & Guided Practice
This series of words should be reread with each picture. For example, goal, foal, coal and then, goal, foal, soap.
Teacher Note
Rhyming words have the same ending sound.
1 Listen to the rhyming words. (teacher says words)
2 Listen to the name of each picture.
3 Recognise the other rhyming word. Do the words rhyme? yes or no
Recognise rhyming words.
3 How did I/you recognise the rhyming word?
Checking for Understanding
[goal, foal]
coal
soap
[coast, roast]
toast
boat

9. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.)
Skill Development & Guided Practice (continued)
Rhyming words have the same ending sound.
1 Listen to the rhyming words. (teacher says words)
2 Listen to the name of each picture.
3 Recognise the other rhyming word. Do the words rhyme? yes or no
Recognise rhyming words.
3 How did I/you recognise the rhyming word?
Checking for Understanding
[doe, foe]
pole
toe
[woe, toe]
doe
toad

10. Wheel of FUN 1820 Activity 1 Activity 2 Activity 3 Activity 4
used number
1820
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Sing ABC Song
(Teacher sings along with students. Refer to alphabet song.)
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

11. We will read long o words.
Block 3: Phonics/Letter Formation/Spelling (Read long o words.)
Learning Objective
Declare the Objective
We will read long o words.
What will we read?
We will read _______.
Refer to the Long Vowels poster.
Teacher Note
Activate/Provide Prior Knowledge
Click here to hear the sounds.
Say the name of the picture.
Students, all words are made from different letters and sounds. The letter o can make two different sounds. One sound is the long o sound, like in the word toe. Now, we will read long o words.
Make the Connection

12. ox oboe Long o says its letter name. Long o Not long o
Block 3: Phonics/Letter Formation/Spelling (Read long o words.)
Concept Development 1
Long O
Long O, Long O
What do I know?
Without you I can’t make snow, go, or toe.
You are a special letter,
This much I know.
Because you spell words like rose, nose, and close.
Activity: Letter Chant
Long o says its letter name.
What is the name of this letter?
The name of this letter is _____.
What sound does the long o make?
The long o makes the ______.
Is the long o in this word?
Checking for Understanding
Long o
Not long o ox
Skill Development & Guided Practice
oboe
This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times. For this activity, students are recognising the long o sound at the beginning of a word.
Say the name of the letter. Teacher points to the letter. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the letter. (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the picture. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: o, long o sound, oval)
Teacher Note: Method of Delivery

13. dog goat Long o says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Read long o words.)
Concept Development 2
Explain to the students that the spelling of long o with oa is usually in the beginning or middle of a word (oak, coat, soak) and the spelling with oe is usually at the end of a word (doe, toe).
Positional Frequency
Long o says its letter name.
The long o can have different spellings.
Click here to hear the sounds.
What is the name of this letter?
The name of this letter is _____.
What sound does the long o make?
The long o makes the ______.
Is the long o in this word?
Checking for Understanding
Long o - Spelling oa, oe
Not long e
dog
goat

14. Does the word have a long o spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long o words.)
Skill Development & Guided Practice
Does the word have a long o spelling?
soap
Look at the word.
Does it have a long o spelling? (Remind students that the long o spelling with oa is usually in the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long o sound. (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 rrroooad, cooop, oooat, sssoooap. Remind students that the oa and oe says the long o 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

15. Does the word have a long o spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long o words.)
Skill Development & Guided Practice
Does the word have a long o spelling?
foe
Look at the word.
Does it have a long o spelling? (Remind students that the long o spelling with oe is usually at the end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long o sound. (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 hhhoooe, toooe, hhhooog, fffoooe. Remind students that the oa and oe says the long o 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

16. We will write long o words.
Block 3: Phonics/Letter Formation/Spelling (Write long o words.)
Learning Objective
We will write long o words.
What will we write?
We will write _______.
Declare the Objective
Skill Development & Guided Practice
Write words.
1 Trace1 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
Handwriting Workbook p. 25
The dark purple dot indicates where to start.
A verbal path for the letter is available in the appendix of the Handwriting Workbook.
Teacher Note
1 draw over
Definitions

17. We will spell long o words.
Block 3: Phonics/Letter Formation/ Spelling (Spell long o words.)
Learning Objective
Declare the Objective
We will spell long o words.
What will we spell?
We will spell _______.
Spelling Workbook pp
Refer to the spelling workbook for daily activity.
Teacher Note

18. Wheel of FUN 2110 Activity 1 Activity 2 Activity 3 Activity 4
used number
2110
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Sing ABC Song
(Teacher sings along with students. Refer to alphabet song.)
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

19. when When are you going? When can we eat?
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 _______.
Concept Development
Why is when a high-frequency word?
When is a high-frequency word because ____.
What is a high-frequency word?
A high-frequency word is _________.
Checking for Understanding
A high-frequency word is used more than other words.
High-Frequency Word
Sentences
when
When are you going?
When can we eat?
Teacher reads the high-frequency word five times and uses the sentence as an example to show how often the word is used. Please feel free to orally add more sentences, such as When do you go to bed?, to emphasise the meaning of a high-frequency word.
Teacher Note

20. when by who When do you study? When does school start?
Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice
Checking for Understanding
Read each high-frequency word three times.
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
when by
who
Read the sentences.
When do you study?
When does school start?
Who walked with you?

21. Story 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
Story Vocabulary

22. Teacher Guided: Phonics activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics activity
Rotational Activity 2
Teacher Guided: Read and write long o words
Rotational Activity 3
Colour write high-frequency words
Rotational Activity 4
Teacher Guided: Write and draw about a place
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:
Teacher/assistant says the word. Then, students match the pictures with the same rhyme by drawing a line. When finished, students can practise writing their names on the back side of this slide.
Rhyming pairs: goat/boat; road/toad; toe/hoe
Materials: Print out this slide and give a pencil and crayons to each student.
Directions:
Ask the students to write one or more sentences describing their favourite place such as home, their bedroom, outside, etc. Please have them start with the sentence frame “I like to go to the______.” Then, have the students draw the place. If they are able to write additional sentences about the place, please allow it. Make sure that they are using an upper case 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.
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a book.
Directions:
Teacher/assistant and student will track and read the high-frequency sentences. Then, students will trace the words.
Materials:
Print out this slide and give each student red, blue, green and purple crayons.
Directions:
Read the high-frequency word and then write the word four times using the colours red, blue, green and purple.

23. Wheel of FUN 1870 Activity 1 Activity 2 Activity 3 Activity 4
used number
1870
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Sing ABC Song
(Teacher sings along with students. Refer to alphabet song.)
Activity 2
Teacher Says
(This activity is the same as Simon Says except use teacher.)
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

24. Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 1.
Reading Comprehension Strategies ACELY 1660, ACELY 1659
Suggested Story Choices
Respond to Text Poster
ACELT 1583
Review CAP
Discuss the front cover, back cover, author, illustrator and title of the book before reading.
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction.
Examine the cover illustration, and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?”
Green Eggs and Ham (1960) by Dr. Seuss, Random House Books for Young Readers
Three Little Pigs (1890) by Joseph Jacobs
How I Became a Pirate (2003) by Melinda Long, Harcourt Children’s Books
Extra list of books:
Who is the character?
Where does the story take place?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

25. 1 2 We will identify nouns. We met our new teacher today.
Block 7: Grammar (Review of identifying nouns.)
Learning Objective
A noun names a person, a place or a thing.
Remember the Concept
We will identify nouns.
Periodic Review 3
Circle the underlined nouns in the sentences. 1
We met our new teacher today. 2
Jack went to the beach.
Extended Thinking
Which group of underlined words are nouns?
The birds fly high in the sky.
A birds and fly
B fly and in
C birds and sky
The robot was floating in outer space.
A robot and was
B floating and space
C robot and space

26. Tell me something about the long o.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I remember in the story _____.)
Teacher Note
Tell me something about the long o.
Retell something that happened in the story we read.
Name a noun from around the room.
Use the high-frequency word when in a sentence.