1. Character Study Review
Year One - Term 1, Day 20
Character Study
Review

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 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.
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 ____.”

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. wait stain day May game made fee keep team pea Long a
Block 1: Opening
Daily Review
Click here to hear the sounds.
Long a
Long a Spelling – ai
Long a Spelling – ay
Long a Spelling – a_e
wait
stain
day
May
game
made
Long e
Long e Spelling – ee
Long e Spelling – ea
fee
keep
team
pea
Skill Development & Guided Practice
Review the long a and sounds and spellings. 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. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the letter (insert the sound). (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: a, long a sound, ape)
Review the long a spellings ai, ay and a_e.
Review the long e spellings ee and ea.
Teacher Note: Method of Delivery

6. how who say by her him like go High-Frequency Words Block 1: Opening
Daily Review
High-Frequency Words
how
who
say by
her
him
like go
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

7. We will recognise rhyming words.
Block 2: Phonemic Awareness (Review recognise rhyming words.)
Learning Objective
What will we recognise ?
We will recognise ________.
Declare the Objective
We will recognise rhyming words.
Concept Development
Do bean and clean rhyme?
Bean and clean rhyme because _______.
Why do tree and queen not rhyme?
Tree and queen do not rhyme because ________.
Checking for Understanding
Rhyming words have the same ending sound.
Rhyming words
bee
three
tree
Not rhyming words
jeep
three

8. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review of recognise rhyming words.)
Guided Practice
This series of words should be reread with each picture. For example, mean, clean, sleep and then, mean, clean, bean.
Teacher Note
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
[mean, clean]
sleep
bean
[peel, feel]
seal
teal

9. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review of recognise rhyming words.)
Guided Practice (continued)
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
[tweet, meet]
sheet
tea

10. To blend is to put sounds together to make a word.
Block 2: Phonemic Awareness (Review of blending sounds to make words.)
Learning Objective
What will we do to words?
We will ________ words.
Declare the Objective
We will blend words.
Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”.
During this block, the focus of the activity is phonemic awareness. Students will not have access to the printed words, so the digraphs ch and sh do not need to be explained at this point.
Teacher Note
Concept Development
To blend is to put sounds together to make a word.
Blending
Which picture matches the blended word
-{teeealll}?
“_____matches the blended word.” A B
In your own words, what does it mean to blend?
To blend is to _________.
Checking for Understanding
tea
teeea
teach
teeeach
sheep
sheeep

11. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review of blending sounds to make words.)
Guided Practice
Blend sounds together to make a word.
seed
ssseeed
peach
peeeach
steel
sssteeelll
Click to see the picture for the blended word. During this block, the focus of the activity is phonemic awareness. Students will not have access to the printed words, so the digraph ch does not need to be explained at this point.
Teacher points to picture and says /peach/.
Teacher stretches out the word /peeeach/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word /peeeach/.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /peeeach/.
Teacher says the word /peach/.
Students say the word /peach/.
Teacher Note: Method of Delivery

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

13. Sing Head, Shoulders, Knees and Toes
used number
1890
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)

14. eat emu We will read long e words. elbow egg east
Block 3: Phonics/Letter Formation/Spelling (Review of reading long e words.)
Learning Objective
Declare the Objective
We will read long e words.
What will we read?
We will read _______.
Concept Development 1
Long E
Long E, long E, yes that’s me!
I can be a bee
I can read under a tree.
As long E, I can look at the sea and feel free.
Long E, Long E, yes that’s me!
Activity: Letter Chant
Long e says its letter name.
What is the name of this letter?
The name of this letter is _____.
What sound does the long e make?
The long e makes the ______.
Is the long e in this word?
Checking for Understanding
Long e
Not long e
eat
emu
elbow
egg
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 e 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: e, long e sound, eagle)
Teacher Note: Method of Delivery
east

15. peach pen net hen leaf Long e says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of reading long e words.)
Concept Development 2
Long e has different spellings:
ee: it is usually in the middle or end of a word.
ea: it is usually at the beginning, middle or end of a word.
Positional Frequency
Long e says its letter name.
The long e can have different spellings.
peach
Click here to hear the sounds.
Remind the students that the two letters ch together make one sound.
Teacher Note
What is the name of this letter?
The name of this letter is _____.
What sound does the long e make?
The long e makes the ______.
Is the long e in this word?
Checking for Understanding
long e ee ea
pen
Not long e
net hen
leaf

16. Does the word have a long e spelling?
cheap
Block 3: Phonics/Letter Formation/Spelling (Review of reading long e words.)
Guided Practice
Does the word have a long e spelling?
Remind the students that ch makes one sound.
Look at the word.
Does it have a long e spelling? (Remind students of the long e spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long e sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word such as beedd, deeep, ssswwweeet, cheeeap. 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 ee ea
Long e spellings

17. Does the word have a long e spelling?
grease
Block 3: Phonics/Letter Formation/Spelling (Review of reading long e words.)
Guided Practice
Does the word have a long e spelling?
Look at the word.
Does it have a long e spelling? (Remind students of the long e spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long e sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word such as fffaaalll, sssteeelll, llleeeavvve, grrreeeassse. 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 ee ea
Long e spellings

18. Block 3: Phonics/Letter Formation/Spelling (Review of reading long e words.)
Guided Practice ee ea
Long e spellings
Look at the story about Lee the Bee.
Read the sentence using the long e 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

19. 2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write long e 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. 20
1 draw over
Definitions

20. We will spell long e words.
Block 3: Phonics/Letter Formation/ Spelling (Spell long e words.)
Learning Objective
Declare the Objective
We will spell long e words.
What will we spell?
We will spell _______.
Spelling Workbook pp
Refer to the spelling workbook for daily activity.
Teacher Note

21. Sing Head, Shoulders, Knees and Toes
used number
2030
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)

22. who how Who did he go with? How old are you?
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 who a high-frequency word?
Who is a high-frequency word because____.
Why is how a high-frequency word?
How 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 Words
Sentences
who
Who did he go with?
how
How old are you?

23. 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. 12

24. An emu is a large Australian bird that cannot fly.
Block 4: High-Frequency Words & Voc. Development
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
Lesson Vocabulary:
An emu is a large Australian bird that cannot fly.
A didgeridoo is a long wooden musical instrument.

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

26. Sing Head, Shoulders, Knees and Toes
used number
2120
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)

27. We will compare characters to personal experiences.
Block 6: CAP/Reading Comprehension (Review of comparing characters to personal experiences.)
Learning Objective
Personal experiences are things that happened to you.
Things that happen to a character can also happen to you.
Remember the Concept
We will compare characters to personal experiences.
Periodic Review 1
The Dream
1. The plane flew to the ground.
2. “Where would you like to go today?” the plane asked. 3. “I would like to go to the beach,” said Lola. 4. Suddenly, Lola opened her eyes. 5. It had all been a dream words 1
Can you dream like Lola?
yes/no 2
Can a plane talk to you? 3
Can you want to go to the beach like Lola?
Extended Thinking
Why can’t “flying like an airplane” be a personal experience? (Pair-Share)

28. 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 make predictions. 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 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. Have students make a prediction.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?
Alexander and the Terrible, Horrible, No Good, Very Bad Day (1972/1987) by J Viorst Angus & Robertson, NSW
When Henry Caught Imaginitis (2007) by N Bland, Scholastic
Too Loud Lily (2002) by S Laguna, Scholastic, Sydney
Aladdin (2007) by Elisa Squillace, Child’s Play
International Ltd.
Bad Buster (2003) by Sofie Laguna, Puffin Australia
Extra list of books:
Who is the character?
Where does the story take place?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

29. Sing Head, Shoulders, Knees and Toes
used number
2130
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)

30. 1 2 3 4 We will identify verbs. Kangaroos hop on their back legs.
Block 7: Grammar (Review of identifying verbs.)
Learning Objective
A verb is an action word.
A verb shows what someone or something is doing.
Remember the Concept
We will identify verbs.
Periodic Review 2
Circle the verb in the sentence. 1
Kangaroos hop on their back legs. 2
An emu eats flowers. 3
Kangaroos live in groups. 4
Emus run fast.
Extended Thinking
Circle the verb that fits in the sentence.
1 Many people ______ cereal for breakfast.
milk B. eat
2 My dad and brother ______ the
didgeridoo.
play B. music

31. Tell me something about the long e. Name a verb (action word).
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, _____ is a verb because ____.)
Teacher Note
Tell me something about the long e.
Name a verb (action word).
Retell what happened in the story we read today.
Use the high-frequency words how and who in a sentence.