1. Foundation Begins Foundation - Term 1, Day 1
Click here for the pacing calendar:

2. My name is Engagement Norms Block 1: Opening Activity: Name Song
Use “If you’re happy and you know it” melody to sing:
If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up.
Activity: Name Song
Engagement Norms
Name Game
My name is
Teacher says the name of a student three times. Students repeat the name three times.
Teacher asks students to stand up, and repeat “My name is______.”
Teacher asks the rest of the students to say the name.
Note: Select five different students per day to do this activity.
Teacher Note: Method of Delivery
Name Game CFU
Tell your partner your name.
My name is __________.

3. 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 _______.
Teacher Note
Concept Development
Refer to posted alphabet.
The alphabet is all the letters.
Each letter has a name.
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
Teacher says the name of the letter and alternates with students five times. This initial process may take time, but should progress as the term continues.
Teacher says, “The name of the letter is ____.” Students repeat the name of the letter. Continue this process with all the letters of the alphabet.
Teacher Note: Method of Delivery
Checking for Understanding
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 ____.”

4. 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.
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.)”
For example: Wednesday, 22nd of July,
Message
What is today’s date?
“Today is _______________.”
Checking for Understanding

5. The Hand Signals Poster
Block 2: Classroom and Social Management
The Hand Signals Poster
1 – “I need a pencil.”
2 – “I am quiet and ready.”
3 – “I need water.”
4 – “I need to use the bathroom.”
5 – “I have a question.”
Teacher shows and tells what signal 1 means, alternating between teacher and student five times. Teacher will teach one hand signal per day.
Teacher reads signal 1 and shows the signal.
Students repeat the rule and show signal 1.
Teacher Note
Activity
Ask five students:
Show me the hand signal that means “I need a pencil.”
What does number 1 mean?

6. The Voice Levels Poster
Block 2: Classroom and Social Management
The Voice Levels Poster
Teacher models the voice levels and students copy, alternating between teacher and student five times.
Teacher Note
Activity
Play “teacher says” (Simon says) using the Voice Levels poster.
Example:
“Teacher says group voice.” (Students use group voice.)
“Teacher says quiet time.” (Students are quiet.)
“Strong voice.” (Students do nothing because teacher did not say “Teacher says”.)

7. Sing Head, Shoulders, Knees and Toes
used number
1901
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
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

8. We will express1 feelings.
Block 3: Social Awareness
Learning Objective
Declare the Objective
We will express1 feelings.
What will we express?
We will express _______.
What does express mean?
Express means to _________.
Concept Development
Does this person feel happy? /
Checking for Understanding
Some feelings are happy, sad, mad and scared.
happy
sad
mad
scared
Definitions
1 talk about

9. Block 3: Social Awareness
Activity
Use Twinkle, Twinkle Little Star melody
I have feelings. You do, too. Let’s all sing about a few. I am happy. I am sad. I get scared. I get mad. I am proud of being me. That’s a feeling too, you see. I have feelings. You do, too. We just sang about a few.
Sing If you’re happy and you know it, clap your hands
If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, then your face will surely show it, If you’re happy and you know it, clap your hands (clap, clap)
Sesame Street: The Count counts feelings
Activity: Feelings
How does the teacher feel? (Pair-Share) (Teacher makes different feeling faces.)
Have students make a happy face.
Have students make a mad face.
Have students make a scared face.
Have students make a sad face.
When do you feel happy? mad? scared? sad?
I feel ___ when _____.

10. Sing Head, Shoulders, Knees and Toes
used number
2053
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
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

11. We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
What will we read?
We will read _______.
Declare the Objective
We will read high-frequency words.
Activate/Provide Prior Knowledge 
Make the Connection
Point to yourself and say I.
Have students repeat this action.
Students, the word I is a word we use a lot when speaking. The word I is also seen in reading and writing. Now, we will read the high-frequency word I.

12. I I . A high-frequency word is used more than other words.
Block 4: High-Frequency Words & Voc. Development
Concept Development
Why is I a high-frequency word?
I 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
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 I run or I play, to emphasise the meaning of a high-frequency word.
Teacher Note I
I .
read

13. I I . I . Read each high-frequency word three times.
Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice
Teacher points to a word and says:
Read this word ____.
Point to a sentence and say:
Read this sentence.
Checking for Understanding
Read each high-frequency word three times. I
Read the sentences.
I .
sit
I .
play

14. pencil paper We will read school tool words.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read school tool words.
What will we read?
We will read _______.
Concept Development
Use concrete objects for the vocabulary words.
The purpose of this activity is for students to learn about their environment not to read the words.
Teacher reads the vocabulary word first. Then, read the word, alternating between teacher and student five times.
Teacher Note: Method of Delivery
School tools are used in school.
pencil
A pencil is used to write or draw.
paper
Paper is used to write or draw on.
Point to a vocabulary word and ask: What do we call this?
What is a pencil used for?
A pencil is used to ___.
What is paper used for?
Paper is used to ___.
Checking for Understanding
Skill Development & Guided Practice
Ask five students per question:
Which is a pencil? Which is paper? (Pair-Share and call on non-volunteers)
Tell me a school tool and tell me what it is used for. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

15. Teacher Guided: Fine Motor Skills Writing Handbook pp. 2-3
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Fine Motor Skills Writing Handbook pp. 2-3
Rotational Activity 2
Teacher/Assistant Guided: Self Portrait
Rotational Activity 3
Fine Motor Skills: Create different shapes with colours of playdough (see page for alternative options)
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials:
Handwriting Workbook pp. 2-3 and give a pencil to each student.
Directions:
Show students how to hold a pencil. Model the directions stated in the workbook.
Materials:
Print out this slide and give students a pencil and crayons.
Directions:
Teacher/assistant models drawing their self portrait. Students draw a picture of themselves.
Materials:
Different colours of playdough.
Directions:
Students create different shapes with the coloured playdough.

16. Sing Head, Shoulders, Knees and Toes
used number
1834
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
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

17. Reading Comprehension Strategies ACELY 1650 & 1679
Block 6: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one or two stories for each week. We have provided a suggested list below, but feel free to select a different book. Prior to each story, define unknown words and conduct a picture walk. 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 1650 & 1679
Suggested Story Choices
Respond to Text Poster
ACELT 1577
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.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “What do you think this book is about?”
Starting School (2013) by Jane Godwin & Anna Walker, Viking, Penguin Group (Australia)
Possum Goes to School (1992) by Melanie Carter, Childerset
Eight (2006) by Lyn Lee & Kim Gamble, Omnibus Books
Please Play Safe (2006) by Margery Cuyler, Scholastic, Incorporated
List of books: 1
What is the story about?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

18. Tell me one thing you learned about feelings.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned the school tool _____.)
Teacher Note
Tell me one thing you learned about feelings.
Tell me one thing about the story we read.
What school tool did you learn about?
Use the word I in a sentence.
“I ______.”