Year One - Term 1, Day 17 Character Study.

Year One - Term 1, Day 17 Character Study

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 __________.

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. 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 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. 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 ____.”

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

rain paid tray day cake flame tree sheep bee beef 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 rain paid tray day cake flame Long e Long e Spelling – ee tree sheep bee beef Skill Development & Guided Practice Review the long a sound and spelling. 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. Teacher Note: Method of Delivery

how say by see her a him go High-Frequency Words Block 1: Opening
Daily Review High-Frequency Words how say by see her a him go 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

We will recognise rhyming words.
Block 2: Phonemic Awareness (Recognise rhyming words.) Learning Objective What will we recognise? We will recognise ________. Declare the Objective We will recognise rhyming words. Concept Development Do sea and tea rhyme? Sea and tea rhyme because _______. Why do bee and eat not rhyme? Bee and eat do not rhyme because ________. Checking for Understanding Rhyming words have the same ending sound. Rhyming words tree see three Not rhyming words three seal

Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.) Guided Practice This series of words should be reread with each picture. For example, beat, meat, eat and then, beat, meat, tea. 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 [beat, meat] eat tea [beam steam] meat dream

Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.) Guided Practice 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 [mean, dean] teal clean

Sing Head, Shoulders, Knees and Toes
used number 2060 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)

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

equal egg Long e says its letter name. Long e Not long e
Block 3: Phonics/Letter Formation/Spelling (Read long e words.) Concept Development 1 Long E Long E, long E, yes that’s me! I can be a bee I can read under a tree. As long E, I can look at the sea and feel free. Long E, Long E, yes that’s me! Activity: Letter Chant Long e says its letter name. What is the name of this letter? The name of this letter is _____. What sound does the long e make? The long e makes the ______. Is the long e in this word? Checking for Understanding Long e Not long e equal Skill Development & Guided Practice 1 egg 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 e 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: e, long e sound, eagle) Teacher Note: Method of Delivery

wheat red Long e says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Read long e words.) Concept Development 2 Explain to the students that the spelling of long e with ea is usually in the middle of a word, but can also be at the beginning and end such as eat, meat and tea. Positional Frequency Long e says its letter name. The long e 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 e make? The long e makes the ______. Is the long e in this word? Checking for Understanding Long e - Spelling ea wheat red Not long e

Does the word have a long e spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long e words.) Skill Development & Guided Practice leg Does the word have a long e spelling? Look at the word. Does it have a long e spelling? (Remind students that the long e spelling with ea is usually in the beginning, middle or end of the word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long e 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 teeea, llleeead, eeeassst, llleeeg. Remind students that the ea says the long e 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

Does the word have a long e spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long e words.) Skill Development & Guided Practice Does the word have a long e spelling? Look at the word. Does it have a long e spelling? (Remind students that the long e spelling with ea is usually in the beginning, middle or end of the word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long e 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 teeessst, drrreeeammm, llleeeak, fffllleeea. Remind students that the ea says the long e 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

2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write long e words.) Learning Objective 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. 17 1 draw over Definitions

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

how How old are you? How did you climb the tree?
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 how a high-frequency word? How 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 how How old are you? How did you climb the tree? 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 How did you do that?, to emphasise the meaning of a high-frequency word. Teacher Note

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 High-Frequency Sentences p. 10

Block 4: High-Frequency Words & Voc. Development
Lesson Vocabulary Compare means to tell what is the same and not the same. Identify means to find or look for. An alley is a narrow street between buildings. Selfish means to care only about yourself and no one else. Grouchy means to be rude because you are tired. 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 activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics activity Rotational Activity 2 Teacher Guided: Read and write long e words Rotational Activity 3 Colour write high-frequency words Rotational Activity 4 Teacher Guided: Write and draw about a character 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. 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 long e sentences. Then, students will trace the long e 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. Materials: Print out this slide and give a pencil and crayons to each student. Select one or two characters from last week’s reading. Directions: Ask the students to write one or more sentences describing a character we read about last week. Please have them start with the sentence frame “(insert character name) is __.” Then, have the students draw the character. If they are able to write additional sentences about the character, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.

We will compare1 characters to personal experiences.
Block 6: CAP/ Reading Comprehension (Compare characters to personal experiences.) Learning Objective Declare the Objective We will compare1 characters to personal experiences. What will we compare? We will compare _______. What does compare mean? Compare means _______. Activate/Provide Prior Knowledge A character is a person, animal, or thing in the story. Characters talk or do something. Remember the Concept Listen to the story. Have you ever lost anything like the character, Josie? Were you sad? Students, your already know that things happen to characters in a story. The things that happened can also happen to us. Now, we will compare characters to personal experiences. Make the Connection Lost Ball 1. One day, a little girl named Josie was crying. 2. She lost her ball. 3. Josie was sad words 1 tell what is the same or not the same Definitions

Compare Characters to Personal Experiences
Block 6: CAP/ Reading Comprehension (Compare characters to personal experiences.) Concept Development Explain how characters and their events can or cannot be a personal experience. Teacher Note Personal experiences are things that happened to you. Things that happen to a character can also happen to you. Which is a personal experience? How do you know? A. Can you read a book? B. Can a book talk? In your own words, what are personal experiences? Personal experiences are _________. Checking for Understanding Compare Characters to Personal Experiences Lost Ball 1. One day, a little girl named Josie was crying. 2. She had lost her ball. 3. Josie was sad. 4. The talking frog said, “I have a gift for you, Josie.” 5. It was a new ball! words Compare Characters to Personal Experiences Yes/No Can you lose a ball like Josie? Yes Can you be sad like Josie. Can you and a frog have a conversation or talk? No

yes/no The Gingerbread Man
Block 6: CAP/ Reading Comprehension (Compare characters to personal experiences.) Skill Development & Guided Practice When modeling, explain how characters and their events can or cannot be a personal experience. Teacher Note Personal experiences are things that happened to you. Things that happen to a character can also happen to you. 1 Read the story. (teacher reads; students track) 2 Identify2 what happened to the character. 3 Compare characters to your personal experience. (circle yes/no) Compare characters to personal experiences. 2 How did I/you compare characters to your personal experience? Checking for Understanding The Gingerbread Man 1. One day, Grandma was baking cookies. 2. She put the pan in the oven. 3. The gingerbread man jumped out. 4. He yelled, “You’ll never catch me!” 5. Then, he ran out the door words 1 Can you bake cookies like grandma? yes/no 2 Can you put things in an oven like grandma? 3 Can you jump out of an oven like the gingerbread man? 4 Can you hear a gingerbread man talk? 2 find Definitions

Block 6: CAP/ Reading Comprehension (Compare characters to personal experiences.)
Skill Development & Guided Practice When modeling, explain how characters and their events can or cannot be a personal experience. Teacher Note Personal experiences are things that happened to you. Things that happen to a character can also happen to you. 1 Read the story. (teacher reads; students track) 2 Identify what happened to the character. 3 Compare characters to your personal experience. (circle yes/no) Compare characters to personal experiences. 2 How did I/you compare characters to your personal experience? Checking for Understanding Cool Kangaroo 1. Cal is one rocking kangaroo. 2. He loves to play music. 3. Cal played the guitar one night in the alley3. 4. All the other kangaroos came to hear him. 5. Now, Cal plays every night words 1 Can you love to play music like Cal? yes/no 2 Can kangaroos come listen to you play guitar? 3 Can you play every night like Cal? 4 Can you play in an alley like Cal? 3 a narrow street between buildings Definitions

We will describe characters.
Block 6: CAP/ Reading Comprehension (Describe characters.) Learning Objective To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. Remember the Concept We will describe characters. Periodic Review 1 1 Read the story. (teacher reads; students track) 2 Identify what the character does. 3 Describe the character. (write A, B or C on whiteboards) Compare characters to personal experiences. What details in the text help you describe the character? Teacher: Students: Application Marty 1. Marty loves her paint set. 2. She paints each day in her room. 3. Marty’s little sister wants to play with her paints. 4. But Marty doesn’t share. 5. She puts her paints up high. 6. Marty tells her sister to get her own paint set! 41 words Marty doesn’t share. Answers should be supported by the passage. Marty is: A selfish1 B grouchy2 C lazy 1 caring only about yourself 2 being rude because you are tired Definitions

A B C We will identify1 nouns.
Block 7: Grammar (Identify nouns.) Learning Objective Declare the Objective We will identify1 nouns. What will we identify? We will identify _______. What does identify mean? Identify means __________. Activate/Provide Prior Knowledge Students, you already know how to tell the difference between a person, a place and a thing. A word that names a person, place or thing is called a noun. Now, we will identify nouns. Make the Connection Which picture below is a person? (whiteboards) Which picture below is a place? (whiteboards) Which picture below is a thing? (whiteboards) A B C 1 find Definitions thing person place

teacher classroom shirt Liam beach bird
Block 7: Grammar (Identify nouns.) Concept Development Name an example of a person. …of a place. …of a thing. Which of these words is a noun? How do you know? A dog B run In your own words what is a noun? A noun is _____________. Checking for Understanding A noun names a person, a place, or a thing. Person Place Thing teacher classroom shirt Liam beach bird Not nouns eat, sing, play

The firefighter acts brave.
Block 7: Grammar (Identify nouns.) Skill Development & Guided Practice A noun names a person, a place, or a thing. 1 Read the sentence. Pay attention to the underlined words. 2 Identify which underlined word is a noun. (circle). 3 Explain2 your answer. “_____ is a noun because _______.” Identify nouns. 2 How did I/you identify which underlined word is a noun? Checking for Understanding 1 Mari runs. 2 Sam swims. 3 The firefighter acts brave. 4 The farmer works hard. Why is acts not a noun? Teacher: Why is works not a noun? Students: Application Acts is not a noun because it does not name a person, place, or a thing. 1 tell about Definitions

The library sells pencils.
Block 7: Grammar (Identify nouns.) Skill Development & Guided Practice A noun names a person, a place, or a thing. 1 Read the sentence. Pay attention to the underlined words. 2 Identify which underlined word is a noun. (circle). 3 Explain your answer. “_____ is a noun because _______.” Identify nouns. 2 How did I/you identify which underlined word is a noun? Checking for Understanding 5 Petra walks to school. 6 The library sells pencils. 7 He ate a sandwich. 8 My dog barks loud. What kind of noun is sandwich? Teacher: What kind of noun is dog? Students: Application Sandwich is a noun that names a thing.

Tell me something about the long e. Name a noun that is a person.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I remember in the story _____.) Teacher Note Tell me something about the long e. Name a noun that is a person. Name a noun that is a thing. Tell me what we learned about comparing characters to personal experiences. Use the high-frequency word how in a sentence.

Year One - Term 1, Day 17 Character Study.

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