1. Adventure & Exploration
Foundation - Term 1, Day 39
Adventure & Exploration

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 _______.
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 and students read the alphabet.
Teacher says the name of the letter and students repeat.
If students are ready, consider reviewing sounds of letters students have learned.
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. 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

4. Letter Name and Sound Review
Block 1: Opening
Daily Review
Letter Name and Sound Review
Click here to hear the letter sounds.
Skill Development & Guided Practice
Alternate between the pattern of letter name, sound and word between teacher and student. The pattern of saying the letter name, sound and word should be repeated 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. (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: T, /t/, tiger)
Teacher Note: Method of Delivery

5. Block 1: Opening Daily Review Skill Development & Guided Practice
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. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.)
Learning Objective
Blending is putting the sounds together to make a word.
Remember the Concept
We will blend words.
Skill Development & Guided Practice
Blend sounds together to make a word.
rat
rrraaat
red
rrreeed
rock
rrrooock
Click to see the picture for the blended word.
Teacher points to picture and says /rat/.
Teacher stretches out the word /rrrraaat/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word /rrraaat/.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /rrraaat/.
Teacher says the word /rat/.
Students say the word /rat/.
Teacher Note: Method of Delivery

7. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.)
Skill Development & Guided Practice
Blend sounds together to make a word.
rrreeessst – rest
hhhaaammm – ham
rrriiip – rip
sssnnnaaack - snack
rug
rrruuug
raft
rrraaaffft
Click to see the picture for the blended word.
Teacher points to picture and says /rug/.
Teacher stretches out the word /rrruuug/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word /rrruuug/.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /rrruuug/.
Teacher says the word /rug/.
Students say the word /rug/.
Teacher Note: Method of Delivery

8. We will practise the /r/ sound.
Block 2: Phonemic Awareness (Review r sound.)
Learning Objective
Declare the Objective
What will we practise?
We will practise ________.
We will practise the /r/ sound.
To make the /r/ sound, bring the back of your tongue up to the roof of your mouth. Open your mouth to look like an circle and blow.
Activity: Place of Articulation
Concept Development
Words are made of sounds.
Make the /r/ sound.
Is the /r/ sound in the word ___? /
Checking for Understanding
/r/
reef
rabbit
red
rug
hat
Not the /r/ sound
ant
ten

9. Does the word have the /r/ sound?
Block 2: Phonemic Awareness (Review r sound.)
Guided Practice
Does the word have the /r/ sound?
rope
Students are practising the /r/ sound.
Listen for the /r/ sound. (teacher says sound)
Students repeat the /r/ sound. (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the /r/ sound? (Pair-Share and use / 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

10. Does the word have the /r/ sound?
Block 2: Phonemic Awareness (Review r sound.)
Guided Practice
Does the word have the /r/ sound?
bed
Students are practising the /r/ sound.
Listen for the /r/ sound. (teacher says sound)
Students repeat the /r/ sound. (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the /r/ sound? (Pair-Share and use / 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

11. Does the word have the /r/ sound?
Block 2: Phonemic Awareness (Review r sound.)
Guided Practice
Does the word have the /r/ sound?
rose
Students are practising the /r/ sound.
Listen for the /r/ sound. (teacher says sound)
Students repeat the /r/ sound. (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the /r/ sound? (Pair-Share and use / 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. Does the word have the /r/ sound?
Block 2: Phonemic Awareness (Review r sound.)
Guided Practice
Does the word have the /r/ sound?
tent
Students are practising the /r/ sound.
Listen for the /r/ sound. (teacher says sound)
Students repeat the /r/ sound. (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the /r/ sound? (Pair-Share and use / 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. Sing Head, Shoulders, Knees and Toes
used number
1988
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

14. We will read the letter r.
Block 3: Phonics/Letter Formation (Review letter r.)
Learning Objective
What will we read?
We will read the _______.
Declare the Objective
We will read the letter r.
Concept Development
Use “Three Blind Mice” melody to sing:
R says /r/
Every letter makes a sound
Activity: Letter Chant
All letters have a name and sound.
When we read the letter, we say its sound.
Teacher points to the letter r and asks: What is the name of this letter?
The name of this letter is _____.
What sound does the letter r make?
The letter r makes the _______.
Checking for Understanding

15. Letter r Not an example of r
Block 3: Phonics/Letter Formation (Review letter r.)
Concept Development
Checking for Understanding
Letter r
Is the letter r in this word? /
Not an example of r
Skill Development & Guided Practice
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 names of the letters. Teacher points to the letters r. (Teacher then students. Pair-Share and call on non-volunteers)
Say the r sound. (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the rabbit. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: r, /r/, rabbit)
Teacher Note: Method of Delivery

16. Is the letter r in the word?
Block 3: Phonics/Letter Formation (Review letter r.)
Guided Practice
Is the letter r in the word?
Practise reading the r by alternating between teacher and students five times.
Is the r in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the r sound. (Teacher then students, alternating between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word such as caaat, rrraaannn, rrrooock; 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

17. Is the letter r in the word?
Block 3: Phonics/Letter Formation (Review letter r.)
Guided Practice
Is the letter r in the word?
Practise reading the r by alternating between teacher and students five times.
Is the r in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the r sound. (Teacher then students, alternating between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word such as rrriiip, hhheeennn, rrreeed; 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

18. Robert put on a hat. The rat sat on a red ant. Read the sentences.
Block 3: Phonics/Letter Formation (Review reading words.)
Guided Practice
Read the sentences.
Robert put on a hat.
The rat sat on a red ant.
Look at the sentences.
Read the sentence using the letter sounds to sound out the words. (Teacher reads and students track. Use smooth blending to sound out the words except for the high-frequency words a and the. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.)
Please read Robert, with and on for the students.
Teacher Note: Method of Delivery

19. We will write the letter R.
Block 3: Phonics/Letter Formation (Write the letter r.)
Learning Objective
Declare the Objective
We will write the letter R.
What will we write?
We will write the _______.
Concept Development
Which letter is the upper case __? How do you know?
Which letter is the lower case __? How do you know?
Checking for Understanding
Letters are written in two ways: 
Upper case R
start at the top line and stroke down to the bottom line
then, from the top line, curve clockwise down to the dashed line and connect to the stroke
end with a slant from dashed line to bottom line
lower case r
start at the dashed line and stroke down to the bottom line
halfway between the dashed line and bottom line slant up to the dashed line and curve slightly down
Teacher Note

20. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Write the letter r.)
Skill Development & Guided Practice
Write the letter r.
1 Trace1 the letter.
2 Write the letter on your own.
1 How did I/you trace the letter?
2 How did I/you write the letter?
Checking for Understanding
Handwriting Workbook p. 38
The dark purple dot indicates where to start.
Upper case R
start at the top line and stroke down to the bottom line
then, from the top line, curve clockwise down to the dashed line and connect to the stroke
end with a slant from dashed line to bottom line
lower case r
start at the dashed line and stroke down to the bottom line
halfway between the dashed line and bottom line slant up to the dashed line and curve slightly down
Teacher Note
Definitions
1 draw over

21. Sing Head, Shoulders, Knees and Toes
used number
1919
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

22. go Can I go to school today? We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development (Review)
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Concept Development
Why is go a high-frequency word?
Go 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
Sentence go
Can I go to school today?
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 Can I go home?, to emphasise the meaning of a high-frequency word.
Teacher Note

23. Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice
High-Frequency Words p. 11

24. Block 4: High-Frequency Words & Voc. Development (Review)
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. 17

25. We will read shape words.
Block 4: High-Frequency Words & Voc. Development (Review shape words.)
Learning Objective
Declare the Objective
We will read shape words.
What will we read?
We will read _______.
Concept Development
Consider bringing different items that are different shapes.
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
There are many shapes.
triangle
circle
rectangle
square
octagon
oval
Skill Development & Guided Practice
Have multiple students respond to the statement:
Point to the shape and ask “what is this shape called?” This shape is called_________. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

26. Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics Activity
Rotational Activity 2
Letter Formation R
Rotational Activity 3
Teacher Guided: Read High-Frequency Book
Rotational Activity 4
Teacher Guided: Retell life experience
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: Say the name of the letter.
Say the sound of the letter.
Say the word.
Students, circle the pictures that have the sound of the letter.
(sock, horse, heart, banana; fish, rat, run, rain)
Materials:
Print out this slide and give crayons to each student.
Directions:
Trace the letter using each colour of the rainbow.
Materials:
Print out this slide and give a pencil to each student.
Directions:
Fold the paper into a book. Teacher/assistant and student will track and read the high-frequency word. Then, have students trace the high-frequency word.
Materials:
Print out this slide and give a pencil and crayons to each student.
Directions: Tell the students to retell a time they did something fun and to write a sentence about 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. Provide a sentence frame for the students.

27. Sing Head, Shoulders, Knees and Toes
used number
2006
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

28. We will recognise1 features of a story.
Block 6: CAP/ Reading Comprehension (Recognise features of stories.)
Learning Objective
Declare the Objective
We will recognise1 features of a story.
What will we recognise?
We will recognise_________.
What does recognise mean?
Recognise means _____________.
Activate Prior Knowledge
A character is a person, animal, or thing in the story.
Characters talk or do something.
An important event is a big thing that happens in a story.
Remember the Concept
Who is the character?
What is the important event?
Students, you already know how to identify the character and important event in a story. Characters, important events and the place the story takes place are all features of a story. Now, we will recognise features of stories.
Make the Connection
1. Lisa plays at the beach. 2. She made a huge sandcastle. 3. Lisa is happy.
13 words
1 look for
Definitions

29. Nan sees a shooting star
Block 6: CAP/ Reading Comprehension (Recognise features of stories.)
Concept Development
Name one of the three features of a story.
Checking for Understanding
All stories have three features2:
characters, setting3 and important events.
Stars
1. Nan is outside. 2. She is looking at the stars. 3. “There is a shooting star!” said Nan. 4. She is excited.
19 words
Why is Nan the character in the story?
Why is Nan sees a shooting star the important event in the story?
Why is outside the setting of the story?
In your own words, what are the features of a story?
Features of a story are______________.
Checking for Understanding
Character
Important Event
Setting
Nan
Nan sees a shooting star
outside
2 important parts
3 where the story takes place
Definitions

30. 3. He can’t wait to give it to her.
Block 6: CAP/ Reading Comprehension (Recognise features of stories.)
Skill Development & Guided Practice
For this lesson, students can also give their answers orally. Teacher asks several non-volunteers to answer the questions listed in the steps.
Teacher Note
All stories have three features:
characters, setting and important events.
1 Read the story carefully.
2 Identify the features of the story.
Does the story have a character(s)? (/) Name the character.
Does the story have an important event? (/) Retell the event.
Does the story have a setting? (/) Name the setting.
Recognise features of a story.
2 How did I/you identify the features
of the story?
Checking for Understanding
A character is a person, animal, or thing in the story.
Characters talk or do something.
An important event is a big thing that happens in a story.
The setting is where the story takes place.
Remember the Concept
Birthday Present
1. Rick is at school. 2. He is painting a picture for his mum’s birthday.
3. He can’t wait to give it to her.
21 words
Features of a Story
Does the story have a character?
Does the story have an important event?
Does the story have a setting?
yes
The character is Rick.
yes
The important event is Rick painting a picture for his mum.
yes
The setting is at school.

31. Block 6: CAP/ Reading Comprehension (Recognise features of stories.)
Skill Development & Guided Practice
For this lesson, students can also give their answers orally. Teacher asks several non-volunteers to answer the questions listed in the steps.
Teacher Note
All stories have three features:
characters, setting and important events.
1 Read the story carefully.
2 Identify the features of the story.
Does the story have a character(s)? (/) Name the character.
Does the story have an important event? (/) Retell the event.
Does the story have a setting? (/) Name the setting.
Recognise features of a story.
2 How did I/you identify the features
of the story?
Checking for Understanding
A character is a person, animal, or thing in the story.
Characters talk or do something.
An important event is a big thing that happens in a story.
The setting is where the story takes place.
Remember the Concept
Soccer Game
1. Anna is at the soccer field. 2. She has a soccer game. 3. Anna scores a goal. 4. Anna is happy.
21 words
Features of a Story
Does the story have a character?
Does the story have an important event?
Does the story have a setting?
yes
The character is Anna.
yes
The important event is Anna scoring a goal.
yes
The setting is the soccer field.

32. Respond to Text Poster Suggested Story Choices
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
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?”
Round is a Mooncake (2000) by Roseanne Thong, Chronicle Books.
Captain Invincible and the Space Shapes (2001) by Stuart J. Murphy, HarperCollins.
Corduroy (1976) by Don Freeman, Puffin.
List of books: 1
Who is the character?
Name an important event.
What did you like about the story?
What did you dislike about the story?

33. What did you learn about the letter R? Say the sound.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned______.)
Teacher Note
What did you learn about the letter R? Say the sound.
Retell what happened in the story we read.
Name a shape. What does it look like?
Use the high-frequency word go in a sentence.