1. Year One - Term 1, Day 10
Back to School
Review

2. My name is Engagement Norms Block 1: Opening Name Game
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 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.
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 ____.”

4. 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

5. Block 1: Opening Daily Review Click here to hear the letter sounds.
Skill Development & Guided Practice
At this time, review hard sounds for c and g and short vowel sounds for the letters above.
Select nine random letters to review the name and sound. Refer to the alphabet, if needed. Practise this pattern (name, sound and word) alternating between teacher and students five times. Teacher needs to provide the short a, i, e, o and u sounds for the students.
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 in the alphabet. (Teacher then students; Pair-Share and call on non-volunteers) (Example: t, /t/, tiger)
Teacher Note: Method of Delivery

6. Block 1: Opening Daily Review Skill Development & Guided Practice
Select eight random high-frequency words to review.
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

7. We will recognise rhyming words.
Block 2: Phonemic Awareness (Review recognise rhyming words.)
Learning Objective
Declare the Objective
We will recognise rhyming words.
What will we recognise?
We will recognise ________.
Concept Development
Do ten and men rhyme?
Ten and men rhyme because _______.
Why do men and bed not rhyme? Men and bed do not rhyme because ____.
Checking for Understanding
Rhyming words have the same ending sound.
Rhyming words
ten
men
pen
Not rhyming words
bed
pen

8. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review recognise rhyming words.)
Guided Practice
This series of words should be reread with each picture. For example, beg, peg, leg and then, beg, peg, bed.
Teacher Note
Rhyming words have the same ending sound.
Recognise rhyming words.
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/No)
3 How did I/you recognise the rhyming word?
Checking for Understanding
[beg, peg]
leg
bed
[fed, led]
hen
red

9. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review 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/No)
Recognise rhyming words.
3 How did I/you recognise the rhyming word?
Checking for Understanding
[met, let]
jet
cat

10. We will identify short and long vowel sounds.
Block 2: Phonemic Awareness (Review identify short and long vowel sounds.)
Learning Objective
Declare the Objective
We will identify short and long vowel sounds.
What will we identify?
We will identify ________.
Click here to hear the letter sounds.
Does tape have a short a sound? Yes/No How do you know?
Does hat have a long a sound? Yes/No How do you know?
Checking for Understanding
Concept Development
There are five vowels: a, e, i, o and u.
A short vowel does not say its letter name.
A long vowel says its letter name.
tape
Short a sound
Long a sound
ant
cat
can
hat
This lesson covers short a and long a vowel sounds. Refer to the short and long vowels
poster.
When teaching the letter a, make sure to emphasise the difference between a short a sound and long a sound. Have students repeat the two sounds multiple times.
Teacher Note
rain
cake
ape

11. S Does the word have the short a or long a sound?
Block 2: Phonemic Awareness (Review identify short and long vowel sounds.)
Guided Practice
Does the word have the short a or long a sound?
S for short / L for long S
sack
Identify short a and long a vowel sounds.
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rimes)
Does the word have the short a or long a sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.)
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

12. L Does the word have the short a or long a sound?
Block 2: Phonemic Awareness (Review identify short and long vowel sounds.)
Guided Practice
Does the word have the short a or long a sound?
S for short / L for long L
snake
Identify short a and long a vowel sounds.
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rimes)
Does the word have the short a or long a sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.)
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

13. L Does the word have the short a or long a sound?
Block 2: Phonemic Awareness (Review identify short and long vowel sounds.)
Guided Practice
Does the word have the short a or long a sound?
S for short / L for long L
plane
Identify short a and long a vowel sounds.
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rimes)
Does the word have the short a or long a sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.)
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

14. S Does the word have the short a or long a sound?
Block 2: Phonemic Awareness (Review identify short and long vowel sounds.)
Guided Practice
Does the word have the short a or long a sound?
S for short / L for long S
van
Identify short a and long a vowel sounds.
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rimes)
Does the word have the short a or long a sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.)
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. Sing Head, Shoulders, Knees and Toes
used number
1930
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)

16. We will read words. Words are made up of letters and their sounds.
Block 3: Phonics/Letter Formation/Spelling (Read words.)
Learning Objective
Declare the Objective
We will read words.
What will we read?
We will read _______.
Concept Development
Checking for Understanding
Words are made up of letters and their sounds.
When we read a word, we say the letter sounds.
Teacher points to the letter.
What is the name of this letter?
What sound does the letter make?
The letter ____ makes the ______.
Teacher Note
Refer to posted alphabet to review different letter names and sounds.

17. Say each letter sound in the word.
Block 3: Phonics/Letter Formation/Spelling (Read words.)
Skill Development & Guided Practice
Say each letter sound in the word.
Look at the word. (Teacher points to word)
Say each letter sound in the word. (Teacher says caaannn, rrraaannn, pppllllaaannn, etc.; Say each sound using smooth blending alternating between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word by putting the sounds together. (Teacher then students, alternating between teacher and students five times; Pair-Share and call on non-volunteers.)
Read the word again. (Teacher then students, alternating between teacher and students five times; Pair-Share and 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

18. Say each letter sound in the word.
Block 3: Phonics/Letter Formation/Spelling (Read words.)
Skill Development & Guided Practice
Say each letter sound in the word.
Look at the word. (Teacher points to word)
Say each letter sound in the word. (Teacher says tiiip, sssiiip, sssllliiip, etc.; Say each sound using smooth blending alternating between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word by putting the sounds together. (Teacher then students, alternating between teacher and students five times; Pair-Share and call on non-volunteers.)
Read the word again. (Teacher then students, alternating between teacher and students five times; Pair-Share and 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

19. Say each letter sound in the word.
Block 3: Phonics/Letter Formation/Spelling (Read words.)
Skill Development & Guided Practice
Say each letter sound in the word.
Look at the word. (Teacher points to word)
Say each letter sound in the word. (Teacher says beeed, rrreeed, sssllleeed, etc.; Say each sound using smooth blending alternating between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word by putting the sounds together. (Teacher then students, alternating between teacher and students five times; Pair-Share and call on non-volunteers.)
Read the word again. (Teacher then students, alternating between teacher and students five times; Pair-Share and 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

20. 2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write 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. 10
1 draw over
Definitions

21. We will spell short a words.
Block 3: Phonics/Letter Formation/ Spelling (Spell words.)
Learning Objective
Declare the Objective
We will spell short a words.
What will we spell?
We will spell _______.
Spelling Workbook pp. 9-10
Refer to the spelling workbook for daily activity.
Teacher Note

22. Sing Head, Shoulders, Knees and Toes
used number
1840
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)

23. 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 _______.
Concept Development
Why is her a high-frequency word?
Her is a high-frequency word because____.
Why is him a high-frequency word?
Him 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.
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 like him, to emphasise the meaning of a high-frequency word.
Teacher Note

24. Read each high-frequency word three times.
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.
Read the sentences.

25. Dribble means to have moved the ball using short kicks.
Block 4: High-Frequency Words & Voc. Development
Story Vocabulary
Lesson Vocabulary
Dribble means to have moved the ball using short kicks.
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

26. Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities
Open Time: Teacher’s Choice
Review concepts and skills taught from the previous weeks.

27. Sing Head, Shoulders, Knees and Toes
used number
2070
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)

28. Ben has the Ball 1. Ben ran with the ball!
Block 6: CAP/ Reading Comprehension (Retell story.)
Periodic Review 1
To retell is to say what happened in a story.
We retell a story by remembering the details.
Remember the Concept
Ben has the Ball
1. Ben ran with the ball!
2. Ben dribbled1 the ball down the field. 3. He kicked the ball and scored a goal. 4. Ben wanted to help his team win.
22 words
Listen to the story. (teacher reads and students track)
Retell the story by remembering details.
Give me a detail of what happened. “I remembered _________.” (Teacher then students; Pair-Share then call on five or more non-volunteers.)
Answer are given orally for this lesson.
Teacher Note: Method of Delivery
Extended Thinking
1. Bay was retelling the story and said Ben missed the goal. Is she
correct? Yes or no
2. Help Bay and retell what did happen.
1 moved the ball by using short kicks.
Definitions

29. 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 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 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.
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?”
My Best Friend (1993) by Pat Hutchins, Greenwillow Books
The Dot (2003) by Peter Reynolds, Candlewick Press
The New Girl…and Me (2006) by Jacqui Robbins, Simon & Schuster
The Night Before First Grade (2005) by Natasha Wing, Grosset & Dunlap
Don’t Eat the Teacher (2002) by Nick Ward, Cartwheel Books
Extra list of books:
What is the story about?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

30. Tell me something about short and long vowel sounds.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I remember something that happened in the story was ____.)
Teacher Note
Tell me something about short and long vowel sounds.
Retell something that happened in the story we read.
Use the high-frequency word him or her in a sentence.