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Foundation - Term 1, Day 4 Foundation Begins.

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Presentation on theme: "Foundation - Term 1, Day 4 Foundation Begins."— Presentation transcript:

1 Foundation - Term 1, Day 4 Foundation Begins

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 4 means, alternating between teacher and student five times. Teacher will review hand signals 1 through 3. Teacher reads signal 4 and shows the signal. Students repeat the rule and show signal 4. Teacher reads signal 1, 2 and 3 and shows signals. Students repeat. Teacher Note Activity Ask five students: Show me the hand signal that means “I need to use the bathroom.” Show me the hand signal that means “I need water.” What does number 4 mean? What does number 2 mean? What does number 1 mean?

6 Block 2: Classroom and Social Management
The Mat Manners Poster Teacher models mat manners and students copy, alternating between teacher and student five times. Teacher Note Activity Play “teacher says” (Simon says) using the Mat Manners poster. Example: “Teacher says use hands in lap.” (Students sit with hands in lap.) “Teacher says use sit with crossed legs.” (Students sit with crossed legs.) “Talk.” (Students do nothing because teacher did not say teacher says.)

7 Sing Head, Shoulders, Knees and Toes
used number 1907 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 recognise1 likes and dislikes.
Block 3: Social Awareness Learning Objective Declare the Objective We will recognise1 likes and dislikes. What will we recognise? We will recognise_______. What does recognise mean? Recognise means to _________. Concept Development Tell me something you like. Tell me something you dislike. Checking for Understanding Likes are things you enjoy. Dislikes are things you do not like. Everyone likes and dislikes different things. Consider providing extra examples of things you like and dislike. For example: I like strawberries. I like grapes. I dislike broccoli. I dislike beans. Teacher Note Likes Dislikes apple banana spiders flies Definitions 1 tell about

9 Block 3: Social Awareness
Activity Activity: Like & Dislike Links The teacher will tell the students two things he/she likes and two things he/she dislikes using the sentence frames: “I like _______.” “I dislike ______.” Then, have students tell the teacher what they like and dislike using the sentence frame provided. Student Activity: For this teaching activity, students work in pairs. The students take turns telling their partner what they like using the sentence frame: “I like ____.” Then, the students take turns telling their partner what they dislike using the sentence frame: “I dislike ____.” If students need assistance, provide topics for them to discuss: things you like to do (reading, running, playing soccer, etc.), food or animals. Example of activity: Teacher says, “I like running.” Teacher says, “I like jumping.” Ask students, “What do you like?” Have students use sentence frame: “I like___.” Teacher will repeat response from students. Teacher says, “ I dislike hopping.” Teacher says, “ I dislike crawling.” Ask students, ‘What do you dislike?” Have students use sentence frame: “I dislike___.” Teacher Note: Method of Delivery

10 Sing Head, Shoulders, Knees and Toes
used number 2077 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 I see . I see I see . 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 _______. Chants can be used during the lesson and throughout the day to get the students’ attention. I see an “s” I see two “e” ‘s I see the word “see” staring back at me! Activity: High-Frequency Chant Concept Development A high-frequency word is used more than other words. Checking for Understanding High-Frequency Words Sentences Why is I a high-frequency word? I is a high-frequency word because____. Why is see a high-frequency word? See is a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. I see I glue 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 see kids, or I see food, to emphasise the meaning of a high-frequency word. Teacher Note see I see crayons

12 Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice High-Frequency Words p. 1

13 Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice Checking for Understanding Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. High-Frequency Sentences p. 2

14 book whiteboard 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. book A book is something to read for fun or information. whiteboard The whiteboard shows your answer to the teacher. Checking for Understanding Point to a vocabulary word and ask: What do we call this? What is a book used for? A book is used to ___. What is a whiteboard used for? A whiteboard is used to ___. Skill Development & Guided Practice Ask five students per question: Which is a book? Which is a whiteboard? (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. 4-5
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Fine Motor Skills Writing Handbook pp. 4-5 Rotational Activity 2 Likes and Dislikes Activity 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. 4-5 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 foods in both columns. Students draw pictures of foods they like and dislike in the proper area. Materials: Different colours of playdough. Directions: Students create different shapes with the coloured playdough.

16 Sing Head, Shoulders, Knees and Toes
used number 1810 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 likes and dislikes.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned the school tool _____.) Teacher Note Tell me one thing you learned about likes and dislikes. Tell me one thing about the story we read. What school tool did you learn about? Use the words I see in a sentence. “I see ______.”


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