Year One - Term 1, Day 37 Imaginative Texts.

Year One - Term 1, Day 37 Imaginative Texts

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. Phonics 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, chant the alphabet with sounds (A, /ah/, apple; B, /b/, ball; C, /k/, cat, etc.) or click on the link in the grey box for the alphabet with sounds. 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

ape tail say flame eagle queen teal oval coat toe cone bow ice slime
Block 1: Opening Daily Review Click here to hear the sounds. Long a ape tail say flame Long e eagle queen teal Long o oval coat toe cone bow Long i ice slime right tie fry Long u uniform cube mule Skill Development & Guided Practice Review the long vowel sounds and spellings: Review the long a spellings ai, ay and a_e. Review the long e spellings ee and ea. Review the long o spellings oa, oe, o_e and ow. Review the long i spellings i_e, igh, ie and y. Review the long u spellings u_e. Teacher Note: Method of Delivery

ask when does what say by where him High-Frequency Words
Block 1: Opening Daily Review High-Frequency Words ask when does what say by where him 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 recognise1 rhyming words.
Block 2: Phonemic Awareness (Recognise rhyming words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective Declare the Objective We will recognise1 rhyming words. What will we recognise? We will recognise ________. What does recognise mean? Recognise means to ________. Activate/Provide Prior Knowledge Students, these two pictures have the same sound at the end. We call words that have the same ending sound rhyming words. Now, we will recognise rhyming words. Make the Connection Say the name of the picture. Say the names of the pictures and then have students say them with you. This rhyming lesson covers the long u that makes the /oo/ sound. Teacher Note Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? blue glue 1 look for Definitions

Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Recognise rhyming words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Concept Development Do blue and clue rhyme? Blue and clue rhyme because _______. Why do glue and tube not rhyme? Glue and tube do not rhyme because ________. Checking for Understanding Rhyming words have the same ending sound. Rhyming words blue glue clue Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Not rhyming words blue cube

Solving Math Problems Solving Math Problems
Block 2: Phonemic Awareness (Recognise rhyming words.) This series of words should be reread with each picture. For example, drew, chew, mule and then, drew, chew, screw. During this block, the focus of the activity is phonemic awareness. Students will not have access to the printed words, so the diagraph ch does not need to be explained at this point. Teacher Note Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & 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 [drew, chew] Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? mule screw [due, true] T: Do cue and blue rhyme? Cue and blue rhyme because _______. S: Do tube and lube rhyme? Tube and lube ________________. Application glue flute

Solving Math Problems Solving Math Problems
Block 2: Phonemic Awareness (Recognise rhyming words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & 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 [June, tune] Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? huge prune [flew, crew] stew blue

Wheel of FUN Activity 1 Activity 2 Activity 3 Activity 4 Activity 5
Brain Break Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? 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 Teacher’s Choice Activity 5 Freeze dance (Play some music and have students dance. When the music stops, so do the students.) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

up u long u uniform We will read long u words. use under
Block 3: Phonics/Letter Formation/Spelling (Read long u words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective Declare the Objective u long u uniform We will read long u words. What will we read? We will read _______. Concept Development 1 What is the name of this letter? The name of this letter is _____. What sound does the long u make? The long u makes the ______. Is the long u in this word? Checking for Understanding Some long u says its letter name. up use Long u Not long u under Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Skill Development & Guided Practice 1 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 u 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: u, long u sound, uniform) Teacher Note: Method of Delivery

Long u - Spelling ue and ew
Block 3: Phonics/Letter Formation/Spelling (Read long u words.) Explain to the students that the spelling of long u with ue and ew is usually at the end of a word (cue, few). Positional Frequency Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Concept Development 2 Long u says its letter name. Some long u words are spelled ue and ew. Click here to hear the sounds. Explain to the students a long u spelling is generally said as a long u sound when it comes after the following consonant sounds: m, k, f, b, v and h. Teacher Note What is the name of this letter? The name of this letter is _____. What sound does the long u make? The long u makes the ______. Is the long u in this word? Checking for Understanding Long u - Spelling ue and ew Not long u Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? mug When a vowel makes a long sound, it’s the same sound as its name. When two vowels go walking, the first one does the talking. hue1 1 a type of shaded colour Definitions

Does the word have a long u spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long u words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice Does the word have a long u spelling? Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Explain to the students pew means a long wooden seat in a church and hue is a type of shaded colour. Look at the word. Does it have a long u spelling? (Remind students that the long u spelling with ue and ew is usually at the end of the word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long u 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 peeew, ssskeeew, drrruuummm, hhhuuue. Remind students that the ue and ew say the long u 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 ue ew u_e Long u spellings

true Solving Math Problems 1 Determine what the question is asking.
Block 3: Phonics/Letter Formation/Spelling (Read long u words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Skill Development & Guided Practice true Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Look at the sentences. Read the sentence using the long u spellings to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery ue ew u_e Long u spellings

We will write long u words.
Block 3: Phonics/Letter Formation/Spelling (Write long u words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective We will write long u words. 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 Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question? Handwriting Workbook p. 36 1 draw over Definitions

We will spell long u words.
Block 3: Phonics/Letter Formation/Spelling (Spell long u words.) Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective Declare the Objective We will spell long u words. What will we spell? We will spell _______. Spelling Workbook pp Refer to the spelling workbook for daily activity. Teacher Note Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

ask She will ask you to go. May I ask you a question?
Block 4: High-Frequency Words & Voc. Development Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Concept Development Why is ask a high-frequency word? Ask 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 ask She will ask you to go. May I ask you a question? 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 What did he ask?, to emphasise the meaning of a high-frequency word. Teacher Note Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

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. 17

Describe is to tell about something.
Block 4: High-Frequency Words & Voc. Development Solving Math Problems 1 Determine what the question is asking. 2 Determine the math concept required. 3 Determine relevant information. 4 Solve the problem, then interpret the answer. 5 Check the reasonableness of your answer. Lesson Vocabulary: Describe is to tell about something. Events are things that happen in a story. Identify means to find. 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 Solving Math Problems 1 What am I trying to find? 2 What do I know about this idea? 3 What amounts do I know? 4 Solve the problem or answer the question. 5 Did I answer all parts of the question?

Teacher Guided: Phonemic Awareness
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Awareness Rotational Activity 2 Teacher Guided: Read and write long u words Rotational Activity 3 Colour write high-frequency words Rotational Activity 4 Teacher Guided: Write about something you did 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. Rhyming pairs: cube/tube; blue/glue; few/cue 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 high-frequency words and long u words. Then, students will trace the words. Materials: Print out this slide and give each student red, blue, green and yellow 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. Directions: Ask the students to write two sentences describing something they did last week. Consider providing a sentence frame. Then, have the students write another sentence and then draw what they did. If they are able to write additional sentences about the event, please allow it. Make sure that they are using an upper case at the beginning, finger space between words, and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students.

What do you do when your pencil breaks?
Block 6: CAP/ Reading Comprehension (Describe the plot of a story.) Learning Objective Declare the Objective We will describe1 the plot of a story. What will we describe? We will describe _________. What does describe mean? Describe means to ____________. Activate/Provide Prior Knowledge Students, your already know that if your pencil breaks and you have to finish your school work, you may have a problem. You already know how to fix the problem by sharpening your pencil or getting a new one. Characters in stories have problems that need to be fixed. Those problems and how they are fixed are part of a story. Now, we will describe the plot of the story.  Make the Connection What do you do when your pencil breaks? 1 tell about Definitions

A plot is the events2 in a story.
Block 6: CAP/ Reading Comprehension (Describe the plot of a story.) Concept Development Is this a problem? How do you know? Jimmy had a flat tyre. Is this a solution? How do you know? Jimmy put air in the tyre. In your own words, what is plot? A plot is _________. Checking for Understanding A plot is the events2 in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. Bedtime 1. Meg went to bed. 2. The dogs barked. 3. The owls hooted. 4. All the noises kept Meg awake! 5. Meg shut her window. 6. Meg finally went to sleep. 25 words Problem Noises kept Meg awake. Solution Meg shut her window. 2 things that happen Definitions

Ebony’s Flat Soccer Ball
Block 6: CAP/ Reading Comprehension (Describe the plot of a story.) Skill Development & Guided Practice For this lesson, students will respond orally to step 2. For example, the plot of the story is Ebony had a flat soccer ball but her father fixed it. Teacher Note A plot is the events in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. 1 Read the story. Listen for events that need to be fixed. a Identify3 the problem. (write sentence number) b Identify the solution. (write sentence number) 2 Describe the plot. “The plot of the story is ____________________.” Describe the plot of a story. 1a How did I/you identify the problem? 1a How did I/you identify the solution? 2 How did I/you describe the plot? Checking for Understanding Ebony’s Flat Soccer Ball 1. Ebony planned to play soccer after school. 2. She grabbed her soccer ball, but it was flat. 3. What should she do? 4. She asked her father to put air in the soccer ball words Problem Solution 4 2 3 find Definitions

Block 6: CAP/ Reading Comprehension (Describe the plot of a story.)
Skill Development & Guided Practice A plot is the events in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. 1 Read the story. Listen for events that need to be fixed. a Identify3 the problem. (write sentence number) b Identify the solution. (write sentence number) 2 Describe the plot. “The plot of the story is ____________________.” Describe the plot of a story. 1a How did I/you identify the problem? 1a How did I/you identify the solution? 2 How did I/you describe the plot? Checking for Understanding My Shirt 1. Logan was going to his rugby game. 2. He went to put on his uniform. 3. Logan found a hole in his shirt. 4. What could he do? 5. He asked his mum to sew it back together words Problem Solution 3 5

1. Paige grows vegetables in her garden. 2. Paige digs a hole.
Block 6: CAP/ Reading Comprehension Learning Objective The setting is where the story takes place. Remember the Concept We will identify the setting of a story. Periodic Review 2 Identify the setting of the story. (circle) garden seeds 1. Paige grows vegetables in her garden. 2. Paige digs a hole. 3. She plants some seeds words Extended Thinking 1. The bus dropped Hugo off at school. 2. It was his first day. 3. He met the principal. 4. He played soccer with some kids. 5. Hugo likes his new school. 26 words The teacher read the story above to the students. Lucius identified the bus as the setting. Explain why he is incorrect. (Pair-Share) Sarah identified the principal as the setting. Explain why she is incorrect. (Pair-Share) Lucius is incorrect because the story does not take place on the bus. It takes place at the school. Sarah is incorrect because the principal is not a place. It takes place at the school.

Which is a question sentence? A Crocodiles eat fish.
Block 7: Grammar (Use ending punctuation.) Learning Objective Declare the Objective We will use ending punctuation. What will we use? We will use ________ Activate/Provide Prior Knowledge Remember the Concept Which is a question sentence? A Crocodiles eat fish. B What does a crocodile eat? Sentences have different purposes. . Statement gives information ? Question asks something ! Exclamation shows strong feelings  Make the Connection Students, you already know there are different types of sentences. Each type of sentence has a mark on the end. The mark is a called ending punctuation. Now, we will use ending punctuation.

. ? ! Sentences have ending punctuation1. A Koalas climb.
Block 7: Grammar (Use ending punctuation.) Concept Development Which sentence has a full stop? ____ has a full stop because ______. A Koalas climb. B What time is it? Which sentence has a question mark? ____ has a question mark because ______. A What is it? B Emus can’t fly. Which sentence has an exclamation mark? ____ has an exclamation mark because ______. A I like my dog. B I like it! Checking for Understanding Sentences have ending punctuation1. Name Use when a sentence: Ending punctuation Example Statement (full stop) Gives information . I am six. Question (question mark) Asks something ? Where is the cat? Exclamation (exclamation mark) Shows strong feelings ! It was hot! 1 a mark at the end of a sentence Definitions

. ? ! 1 2 3 4 . ? ! Snow is cold The sun is a star What is that
Block 7: Grammar (Use ending punctuation.) . Statement I am six. ? Question Where is the cat? ! Exclamation It was hot! Skill Development & Guided Practice Sentences have ending punctuation. 1 Read the sentences. 2 Use the correct ending punctuation. (write the punctuation on whiteboard) 3 Explain2 your answer. “The ending punctuation is ____ because ____.” Use ending punctuation. 2 How did I/you use the correct ending punctuation? 3 How did I/you explain my/your answer? Checking for Understanding 1 Snow is cold . ? ! 2 The sun is a star 3 What is that 4 How do kangaroos hop 2 tell about something Definitions

. ? ! 5 6 7 8 9 . ? ! Look out Go get it What colour is a dingo
Block 7: Grammar (Use ending punctuation.) . Statement I am six. ? Question Where is the cat? ! Exclamation It was hot! Skill Development & Guided Practice Sentences have ending punctuation. 1 Read the sentences. 2 Use the correct ending punctuation. (write the punctuation on whiteboard) 3 Explain your answer. “The ending punctuation is ____ because ____.” Use ending punctuation. 2 How did I/you use the correct ending punctuation? 3 How did I/you explain my/your answer? Checking for Understanding 5 Look out . ? ! 6 Go get it 7 What colour is a dingo 8 I am happy 9 The sun is yellow

Tell me something about the long u.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the long u. What did you learn today about describing the plot? What did you learn about ending punctuation? Use the high-frequency word ask in a sentence.

Year One - Term 1, Day 37 Imaginative Texts.

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Year One - Term 1, Day 37 Imaginative Texts.

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