1. Year One - Term 1, Day 3
Back to School

2. My name is Engagement Norms Block 1: Opening Name Game
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.
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. Letter Name and Sound Review
Block 1: Opening
Daily Review
Click here to hear the letter sounds.
Letter Name and Sound Review
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. Teacher needs to provide the short a sound for the students.
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

6. 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

7. The Hand Signals Poster
Block 2: Classroom and Social Management
The Hand Signals Poster
1 – “I need a pencil.”
2 – “I am quiet and ready.”
3 – “I need water.”
4 – “I need to use the bathroom.”
5 – “I have a question.”
Teacher shows and tells what signal 3 means, alternating between teacher and student five times. Teacher will review hand signals 1 and 2.
Teacher reads signal 3 and shows the signal.
Students repeat the rule and show signal 3.
Teacher reads signal 1 and 2 and shows signals. Students repeat.
Teacher Note
Activity
Ask five students:
Show me the hand signal that means “I need water.”
Show me the hand signal that means “I am quiet and ready.”
What does number 3 mean?
What does number 2 mean?

8. Block 2: Classroom and Social Management
The Mat Manners Poster
Teacher models mat manners and students copy, alternating between teacher and student five times.
Teacher Note
Activity
Play “Teacher says” (Simon says) using the Mat Manners poster.
Example:
“Teacher says back straight.” (Students sit with back straight.)
“Teacher says sit with crossed legs.” (Students sit with crossed legs.)
“Stand up.” (Students do nothing because teacher did not say “Teacher says.”)

9. Sing Head, Shoulders, Knees and Toes
used number
1950
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)

10. We will read letters. All letters have a name and sound.
Block 3: Phonics/Letter Formation (Review Foundation Letters)
Learning Objective
Declare the Objective
We will read letters.
What will we read?
We will read _______.
Concept Development
Click here to hear the letter sounds.
All letters have a name and sound.
When we read the letter, we say its sound.
Checking for Understanding
Teacher points to the letter e and asks, ”What is the name of this letter?” The name of this letter is _____.
Make the short e sound.
Teacher points to the letter h and asks, ”What is the name of this letter?” The name of this letter is _____.
Make the /h/ sound.
Teacher points to the letter k and asks, ”What is the name of this letter?” The name of this letter is _____.
Make the /k/ sound.
Teacher points to the letter c and asks, ”What is the name of this letter?” The name of this letter is _____.
Make the /c/ sound.
Teach the hard c sound with the letter k.
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. Teacher needs to provide the short e sound for the students.
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: h, /h/, horse)
Teacher Note: Method of Delivery

11. Is the letter e in the word?
Block 3: Phonics/Letter Formation (Review Foundation Letters)
Skill Development & Guided Practice
Is the letter e in the word? 10
Practise reading the letter e by alternating between teacher and students five times.
Is the letter e in the word? (Pair-Share, call on non-volunteers, and use Yes/No whiteboards.)
Say the short e sound (insert short e sound). (Teacher then students; 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 on-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 rimes or segmenting.
Teacher Note: Method of Delivery

12. Is the letter h in the word?
Block 3: Phonics/Letter Formation (Review Foundation Letters)
Skill Development & Guided Practice
Is the letter h in the word?
Practise reading the letter h by alternating between teacher and students five times.
Is the letter h in the word? (Pair-Share, call on non-volunteers, and use Yes/No whiteboards.)
Say the letter h sound. (Teacher then students; 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 on-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 rimes or segmenting.
Teacher Note: Method of Delivery

13. Is the letter k or c in the word?
Block 3: Phonics/Letter Formation (Review Foundation Letters)
Skill Development & Guided Practice
Is the letter k or c in the word?
Teach the hard c sound with the letter k.
Practise reading the letter k and c by alternating between teacher and students five times.
Is the letter k or c in the word? (Pair-Share, call on non-volunteers, and use Yes/No whiteboards.)
Say the letter k and c sounds. (Teacher then students; 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 on-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 rimes or segmenting.
Teacher Note: Method of Delivery

14. E H K e h k We will write letters. Letters are written in two ways
Block 3: Phonics/Letter Formation (Review writing Foundation letters.)
Learning Objective
Declare the Objective
We will write letters.
What will we write?
We will write _______.
Concept Development
Is this a lower case letter? How do you know? Yes/No
Is this an upper case letter? How do you know? Yes/No
Checking for Understanding
Letters are written in two ways 
UPPER CASE (BIG LETTER)
E H K
lower case (small letter)
e h k

15. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review writing Foundation letters.)
Skill Development & Guided Practice
Write letters.
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. 3
The dark purple dot indicates where to start.
A verbal path for the letters is available in the appendix of the Handwriting Workbook.
Teacher Note
1 draw over
Definitions

16. Sing Head, Shoulders, Knees and Toes
used number
2140°
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)

17. We will read high-frequency words.
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 my a high-frequency word?
My is a high-frequency word because____.
Why is and a high-frequency word?
And is a high-frequency word because____.
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.
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 My mom sings, or He will go, to emphasise the meaning of a high-frequency word.
Teacher Note

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

19. 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. 3

20. Teacher Guided: Tracing with Colours
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher’s Choice
Rotational Activity 2
My Feelings!
Rotational Activity 3
Sand Writing
Rotational Activity 4
Teacher Guided: Tracing with Colours
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 each student a pencil and crayons.
Directions:
Tell the students they will draw how they are feeling today, such as happy, sad, mad or scared. Prior to the rotational activities, create pictures of happy, sad, mad and scared faces.
Materials:
Print out this slide, and provide sand or salt and a biscuit sheet.
Directions:
Students use their fingers to practise writing letters in sand or salt. Use this slide for reference of letter formation.
Materials: Print out this slide and give crayons to each student.
Directions:
Trace the sentence using the colour the sentence is about. Prior to activity, create an example by tracing the sentence with the correct colour. Students can also colour the picture.

21. Sing Head, Shoulders, Knees and Toes
used number
1820
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. Playing in the Sand We will make predictions.
Block 6: CAP/ Reading Comprehension (Make predictions.)
Learning Objective
What will we make?
We will make_________.
Declare the Objective
We will make predictions.
Concept Development
If we make a prediction that a story will be about a kangaroo, will this picture help? Yes/No
Checking for Understanding
A prediction is what you think will happen in a story.
Make predictions by looking at the pictures.
Make predictions by reading the story.
Playing in the Sand
1. William went to the beach. 2. He got out his bucket. 3. He got out his spade. 4. William spaded
sand into his bucket. 5. He turned the bucket upside down.
27 words
Predict what you think will happen next:

23. The Bus Driver Predict what you think will happen next:
Block 6: CAP/ Reading Comprehension (Make predictions.)
Skill Development & Guided Practice
A prediction is what you think will happen in a story.
Make predictions by looking at the pictures.
Make predictions by reading the story.
Make predictions.
3 How did I/you make the prediction?
Checking for Understanding
1 Look at the title and picture.
2 Read the story. (teacher reads; students track)
3 Make a prediction. (Yes/No)
The Bus Driver
1. Marty drove a red van. 2. One morning, he was driving some children to school. 3. Marty was not watching where he was going. 4. The van’s tyre hit a hole and got a flat tyre words
Predict what you think will happen next:
Marty fixed the flat tyre.
Marty sang a song with the children.

24. Block 6: CAP/ Reading Comprehension (Make predictions.)
Relevance
A prediction is what you think will happen in a story.
Make predictions by looking at the pictures.
Make predictions by reading the story. 1
Making predictions will help you know what will happen next in a story.
After looking at the picture and the title, I predict that this story will be about a super hero dog who helps others.
Checking for Understanding
Does anyone else have another reason why it is relevant to make predictions?(Pair-Share) Why is it relevant to make predictions? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why?

25. Predict what you think will happen next:
Block 6: CAP/ Reading Comprehension (Make predictions.)
Skill Closure
A prediction is what you think will happen in a story.
Make predictions by looking at the pictures.
Make predictions by reading the story.
Remember the Concept
Make predictions.
1 Look at the title and picture.
2 Read the story. (teacher reads; students track)
3 Make a prediction. (Yes/No)
A Prince
1. One day, a frog told a princess he was a prince. 2. The frog needed a kiss from the princess to turn into a prince. 3.The princess kissed the frog words
Predict what you think will happen next:
The frog turned into a prince.
The frog hopped to a pond.
Extended Thinking
Using the picture, what can you predict about the story.
Summary Closure
What did you learn today about making predictions? (Pair-Share)

26. Name a letter you learned today. Tell me the sound.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned the letter _____.)
Teacher Note
Name a letter you learned today.
Tell me the sound.
Tell me one thing about predictions.
Use the high-frequency words and, my, go and is in a sentence.