Foundation - Term 1, Day 23 Review.

Foundation - Term 1, Day 23 Review

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 _______. 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 ____.”

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

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

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

What are some of the sounds you hear?
Block 2: Phonemic Awareness (Blend words.) Learning Objective Checking for Understanding We will blend words. What will we blend? We will blend _______. Activate/ Provide Prior Knowledge Make the Connection What are some of the sounds you hear? Students, you already know letters make sounds. When we put the sounds together, we are blending words Point to the picture and say the word. Ask students to repeat the word. Stretch the word out so that students can hear the different sounds. Example: paaannn Ask students to point out the sounds they hear. (Pair-Share then call on non-volunteers. Teacher Note: Method of Delivery pan tap

Blending is putting the sounds together to make a word. To blend:
Block 2: Phonemic Awareness (Blend words.) Concept Development Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note Blending is putting the sounds together to make a word. To blend: Listen to each sound. Then, say all the sounds together quickly to make a word. Which picture matched the blended word –[paaannn]? Does this picture match the blended word? / In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding Blending taaap tap sssiiipsss sips

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. [p/in] [pin] iiinnn in Click to see the picture for the blended word. Teacher points to picture and says /pin/. Teacher stretches out the word /piiinnn/. Teacher says, “Take a breath before we blend.” Students stretch out the word / piiinnn /. Repeat five times alternating between teacher and students. CFU: Select five random students say / piiinnn /. Teacher says the word /pin/. Students say the word /pin/. Teacher Note: Method of Delivery

Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. aaannnt ant sssaaat sat Click to see the picture for the blended word. Teacher points to picture and says /ant/. Teacher stretches out the word /aaannnt/. Teacher says, “Take a breath before we blend.” Students stretch out the word / aaannnt /. Repeat five times alternating between teacher and students. CFU: Select five random students say / aaannnt /. Teacher says the word /ant/. Students say the word /ant/. Teacher Note: Method of Delivery

Block 2: Phonemic Awareness (Blend words.) Skill Development & Guided Practice Blend sounds together to make a word. hhhaaat hat hhhiiit hit Click to see the picture for the blended word. Teacher points to picture and says /hat/. Teacher stretches out the word /hhhaaat/. Teacher says, “Take a breath before we blend.” Students stretch out the word / hhhaaat /. Repeat five times alternating between teacher and students. CFU: Select five random students say / hhhaaat/. Teacher says the word /hat/. Students say the word /hat/. Teacher Note: Method of Delivery

Sing Head, Shoulders, Knees and Toes
used number 2081 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 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 words. All letters have a name and a sound.
Block 3: Phonics/Letter Formation (Review) Learning Objective Declare the Objective We will read words. What will we read? We will read the _______. Concept Development Teacher points to the letter and asks: “What is the name of this letter?” The name of this letter is _____. “What sound does the letter make? “ The letter _____ makes the ______. Checking for Understanding All letters have a name and a sound. When we read the letter, we say its sound. Use “Three Blind Mice” melody to sing: t, s, p, n, short a and i. T says /t/ Every letter makes a sound Activity: Letter Chant When you see “short a or i,” insert short a or i sound; do not say “short a or i sound.” Teacher Note

All letters have a name and a sound.
Block 3: Phonics/Letter Formation (Review) Concept Development Checking for Understanding All letters have a name and a sound. When we read the letter, we say its sound. Are the letters t, a and n in the word? / Are the letters s, i and p in the word? / Are the letters p, a and n in the word? / Are the letters p, a, and n in the word? /

Read words. Block 3: Phonics/Letter Formation (Review) Guided Practice
Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as aaat, paaat, sssaaat. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students 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

Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as iiinnn, piiinnn, tiiinnn. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students 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

Look at the word. Say the letter sounds. (Alternate between teacher and students five times using smooth blending such as aaannn, aaannnt. Pair-Share then call on non-volunteers.) Read the word. (Teacher puts all the sounds together to read the word. Alternate reading the word between teacher and students 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

The ant sat. The pin is in the tin. Read words.
Block 3: Phonics/Letter Formation (Review) Guided Practice Read words. The ant sat. The pin is in the tin. Look at the silly 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.) Teacher Note: Method of Delivery

We will write the letters.
Block 3: Phonics/Letter Formation (Review) Learning Objective Declare the Objective We will write the letters. What will we write? We will write the _______. Concept Development Is this letter the upper case N? / Is this letter the upper case T? / Is this letter the lower case a? / Is this letter the lower case p?/ Checking for Understanding Letters are written in two ways: upper case lower case

2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review) Skill Development & Guided Practice Write letters. 1 Trace 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. 24 The dark purple dot indicates where to start. Teacher Note

I to like I like to . I like to . 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 _______. Why is I a high-frequency word? I is a high-frequency word because________. Why is to a high-frequency word? To is a high-frequency word because ____. Why is like a high-frequency word? Like is a high-frequency word because ___. Checking for Understanding Concept Development A high-frequency word is used more than other words. High-Frequency Words Sentences I to like L-I-K-E That spells like as you can see! To’s a sight word that we know and it’s spelled like this: t-o we like to go to gym to play. Wed like to go there everyday! (to military cadence) Activity: High-Frequency Chant I like to . run 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 to play, to emphasise the meaning of a high-frequency word. Teacher Note I like to . swim

Block 4: High-Frequency Words & Voc. Development (Review)
Skill Development & Guided Practice High-Frequency Words p. 7

1. I see my and . 2. I see a . 3. I like my . like a I and to see my
Block 4: High-Frequency Words & Voc. Development (Review) Skill Development & Guided Practice like a I and to see my Teacher points to a word and says: Read this word ____________. Point to a sentence and say: Read this sentence. Checking for Understanding 1. I see my and dad mum 2. I see a banana 3. I like my toys

We will read places around school words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read places around school words. What will we read? We will read _______. As you review people around school, make sure to redefine them. 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 Concept Development There are different places around school. classroom playground office library kitchen computer room Skill Development & Guided Practice Ask five students per question: Point to the places around school. What is this? What does a student do at the places? In a ______ , students_________. Teacher Note: Method of Delivery

Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher’s Choice Rotational Activity 2 Teacher Guided: Phonics Activity Rotational Activity 3 Letter Formation P, I and N Rotational Activity 4 Teacher Guided: Draw a Character Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Teacher’s Choice Select an activity for students to complete independently such as fine motor skills, discussing center rules, etc. Refer to the following website for a variety of rotational center activities: Materials: Print out this slide and give a pencil to each student. Directions: Teacher/assistant and students will look at the picture and write the first sound under each picture that begins with the letters: p, i or n. Materials: Print out this slide and give crayons to each student. Directions: Practise tracing the letters using each colour of the rainbow. 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: Tell the students to describe a character and then have them draw the character. If they are able to write a sentence 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 identify the parts of a book.
Block 6: CAP/ Reading Comprehension (Identify parts of a book.) Learning Objective We will identify the parts of a book. Concept Development Select a book and ask the students. Is this the back cover of the book? / Is this the title of the book? / Is this the front cover of the book? Is this the author of the book? Checking for Understanding A book is the story we read. The front cover is at the beginning of the book. The back cover is at the end of the book. The title is the name of the book. The author is the person who wrote the book. Skill Development & Guided Practice Please distribute one book for each student. Pair-Share: Have partners show each other the front of the book. Have partners show each other the back of the book. Have the partners show each other how to open a book. Teacher asks the students to point to the title of the book. Teacher asks the students to point to the author of the book. Partners switch books and repeat. Teacher Note: Method of Delivery

Block 6: CAP/ Reading Comprehension (Identify parts of a book.)
Skill Development & Guided Practice Please distribute one book for each student. Teacher points out and reads the title or name of a book. Students copy teacher. Teacher points out and reads the author of the book. Students copy teacher. Teacher demonstrates the front cover of a book by holding it upright. Make sure to explain to the students how to hold a book correctly. Show a non-example of incorrectly holding a book, such as upside down. Students copy teacher using their own book. Teacher demonstrates the back cover by flipping the book over. Students copy teacher. Pair-Share: Teacher asks students to point to the author of the book. Have partners show each other the front of the book. Have partners show each other the back of the book. Have the partners show each other how to open a book. Teacher asks the students to point to the title of the book. Teacher asks the students to point to the author of the book. Partners switch books and repeat. Teacher Note: Method of Delivery

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, 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 1650 & 1679 Suggested Story Choices Respond to Text Poster ACELT 1577 Review CAP Discuss the front cover, back cover, 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?” David Goes to School (1999) by David Shannon, Blue Sky Press Friends at School (1995) by Rochelle Bunnett, Star Bright Books Grumpy Bird (2007) by Jeremy Tankard, Scholastic Press List of books: 1 Who is the character? Name one thing that happened. What did you like about the story? What did you dislike about the story?

Name a letter we learned today. Say the sound of the letter.
Block 7: Closing Provide sentence frames, if appropriate. (Example: I learned the letter _________.) Teacher Note Name a letter we learned today. Say the sound of the letter. Tell me one thing that happened in the story we read. Name a place around school. Use the high-frequency words in a sentence: I, like, see, a, to, my, and

Foundation - Term 1, Day 23 Review.

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