1. Foundation - Term 1, Day 7
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
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. 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. Words are made of sounds.
Block 2: Phonemic Awareness (Review Letter T)
Learning Objective
Checking for Understanding
We will practise the /t/ sound.
What are we going to do?
We are going to practise ________.
To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow.
Activity: Place of Articulation
Concept Development
Words are made of sounds.
At this point in the program, please do not review the concept of beginning or ending sounds. Students are only expected to recognise that the /t/ sound is found in words.
When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound.
Teacher Note
/t/
Checking for Understanding
tiger
two
hat
Make the /t/ sound.
Is the /t/ sound in the word ___? /
Not the /t/ sound
turtle
sun
Click here to hear the letter sound.
pig
sick

6. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
ten
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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

7. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
sing
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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

8. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
toad
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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

9. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
goat
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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 /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
apple
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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 /t/ sound?
Block 2: Phonemic Awareness (Review Letter T)
Guided Practice
Does the word have the /t/ sound?
foot
Students are practising the letter t sound.
Listen for the /t/ sound. (teacher says sound)
Students repeat the /t/ 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 /t/ 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. Sing Head, Shoulders, Knees and Toes
used number
2148
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)

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

14. Letter T Not an example of T
Block 3: Phonics/Letter Formation (Review Letter T)
Concept Development
Letter T
Checking for Understanding
Is the letter t in this word? /
Not an example of T
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 name of the letter. Teacher points to the letter T. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the letter T. (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the tiger. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: T, /t/, tiger)
Teacher Note: Method of Delivery

15. Is the letter t in the word?
Block 3: Phonics/Letter Formation (Review Letter T)
Guided Practice
Is the letter t in the word?
Practise reading the letter t by alternating between teacher and students five times.
Is the letter t in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter t 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; 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

16. Is the letter t in the word?
Block 3: Phonics/Letter Formation (Review Letter T)
Guided Practice
Is the letter t in the word?
Practise reading the letter t by alternating between teacher and students five times.
Is the letter t in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter t 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; 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. We will write the letter T.
Block 3: Phonics/Letter Formation (Write the letter t.)
Learning Objective
Declare the Objective
We will write the letter T.
What will we write?
We will write _______.
Checking for Understanding
Concept Development
Which letter is the upper case __? How do you know?
Which letter is the lower case __? How do you know?
Letters are written in two ways: 
Letter t has two movements or a pencil lift.
start at the top line and stroke down to the bottom line
then, make a stroke on the top line crossing stroke already made
lower case
start between the top line and the dashed line; then, stroke down to the bottom line
finish by making a stroke on the dashed line, crossing the stroke already made
Teacher Note

18. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review Letter T)
Skill Development & Guided Practice
Write the letter T.
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. 8
The dark purple dot indicates where to start
Letter t has two movements or a pencil lift.
start at the top line and stroke down to the bottom line
then, make a stroke on the top line crossing stroke already made
lower case
start between the top line and the dashed line; then, stroke down to the bottom line
finish by making a stroke on the dashed line, crossing the stroke already made
Teacher Note
Definitions
1 draw over

19. Sing Head, Shoulders, Knees and Toes
used number
1870
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)

20. I like . I like . 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 _______.
Activate/Provide Prior Knowledge 
Make the Connection
Track and read the sentence with me.
Students, the words in these sentences are words that we use a lot when speaking, reading and writing. Now, we will read these high-frequency words.
I like
grapes
I like
strawberries

21. Block 4: High-Frequency Words & Voc. Development (Review)
Concept Development
Chants can be used during the lesson and throughout the day to get the students’ attention. Say the chant and have the students repeat it. This should be done about three to five times.
Use “Thumbkin Nursery Rhyme” melody to sing:
l-i-k-e
like like like
Activity: High-Frequency Chant
A high-frequency word is used more than other words.
High-Frequency Word
Sentences
I like
Checking for Understanding
Why is like a high-frequency word?
like is a high-frequency word because____.
What is a high-frequency word?
A high-frequency word is _________.
like
soccer
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 apples, to emphasise the meaning of a high-frequency word.
Teacher Note
I like .
milk

22. I like I like . I like . Read each high-frequency word three times.
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
Read each high-frequency word three times. I
like
Read the sentences.
I like
swimming
I like
dogs

23. crayons scissors 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.
crayons
Crayons are used to draw and colour.
scissors
Scissors are used to cut paper.
Checking for Understanding
Point to a vocabulary word and ask: What do we call this?
What are crayons used for?
Crayons are used to ___.
What are scissors used for?
Scissors are used to ___.
Skill Development & Guided Practice
Ask five students per question:
Which are crayons? Which are scissors? (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

24. Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics Activity
Rotational Activity 2
Teacher Guided: Read High-Frequency Words
Rotational Activity 3
Create rainbow letter T
Rotational Activity 4
Fine Motor Skills: Use coloured playdough to create the upper case T and lower case t
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.
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 sentences. Then students will trace the high-frequency words.
Materials:
Print out this slide and give crayons to each student.
Directions:
Practise tracing the letter using each colour of the rainbow.
Materials: Different colours of playdough.
Directions:
Create different shapes with the playdough.
Create the upper case and lower case letter with playdough.

25. Sing Head, Shoulders, Knees and Toes
used number
1990
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)

26. 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?”
Cat (2007) by Mike Dumbleton; Working Title Press, Kingswood, SA
Collecting Colour (2008) by Kylie Dustan; Lothian Children’s Books, Hachette, AUS (5 senses)
Esther's Rainbow (2013) by Kim Kane & Sara Acton; Allen & Unwin
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?

27. What did you learn about the letter T?
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned the school tool _____.)
Teacher Note
What did you learn about the letter T?
Tell me one thing about the story we read.
What school tool did you learn about?
Use the word I or like in a sentence.
“I _____.”
“I like ____.”