1. Pre-Prep - Term 1
Week 2, Hour 1
Pre-Prep 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
Refer to posted alphabet.
Concept Development
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
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
Checking for Understanding
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. We will practise the /t/ sound.
Block 2: Phonemic Awareness
Learning Objective
What will we practise?
We will practise ________.
Declare the Objective
We will practise the /t/ sound.
Click here to hear the letter sound.
Activate/Provide Prior Knowledge
Students, a word is made up of letters. All letters have sounds. These words have the /t/ sound. Now, we will practise the /t/ sound.
Make the Connection
Say the name of the picture.
Teacher and students say the name of the pictures.
Teacher Note
top
ten

5. Words are made of sounds.
Block 2: Phonemic Awareness
Concept Development
To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow.
Activity: Place of Articulation
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
Make the /t/ sound.
Is the /t/ sound in the word ___? /
two
tiger
toe
hat
Not the /t/ sound
sock
ball
pig

6. Does the word have the /t/ sound?
Block 2: Phonemic Awareness & Phonics
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 the /t/ sound?
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?
two
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; Say the word, 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

7. Does the word have the /t/ sound?
Block 2: Phonemic Awareness & Phonics
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 the /t/ sound?
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?
sun
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; Say the word, 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

8. Does the word have the /t/ sound?
Block 2: Phonemic Awareness & Phonics
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 the /t/ sound?
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?
pig
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; Say the word, 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

9. Does the word have the /t/ sound?
Block 2: Phonemic Awareness & Phonics
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 the /t/ sound?
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?
tap
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; Say the word, 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

10. Sing Head, Shoulders, Knees and Toes
used number
2045
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
Teacher Choice
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)

11. Teacher Guided: Fine Motor Skills Writing Handbook pp. 4, 6
Block 4: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Fine Motor Skills Writing Handbook pp. 4, 6
Rotational Activity 2
Teacher Guided: Read and write high-frequency words
Rotational Activity 3
Fine Motor Skills: Use coloured playdough
Rotational Activity 4
Likes and Dislikes (Food)
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials:
Give each student a page from the Handwriting Workbook (pp. 4, 6) and a pencil.
Directions:
Show students how to hold a pencil. Model the directions stated in the workbook.
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 word I. Then, trace the word I.
Materials:
Provide different colours of playdough.
Directions:
Students create different things or shapes with the coloured playdough. The slide also provides alternative Fine Motor Skill activities.
Materials: Print out this slide and give a pencil and crayons to each student.
Directions: Teacher/assistant models drawing foods in both columns. Students draw pictures of foods they like and dislike in the proper area.

12. Sing Head, Shoulders, Knees and Toes
used number
1910
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Teacher Choice
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. Suggested Story Choices
Block 5: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one story 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.
Reading Comprehension Strategies ACELY1650 & 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?”
Starting School (2013) by Jane Godwin & Anna Walker, Viking, Penguin Group (Australia)
First Day (2013) by Andrew Daddo and Jonathan Bentley, Harper Collins Publishers Australia
Tom & Small: A Big Moment in a Little Boy’s Life! (2004) by Clara Vullimay, Harper Collins Publishers UK
Eight (2006) by Lyn Lee & Kim Gamble, Omnibus Books
Please Play Safe (2006) by Margery Cuyler, Scholastic, Incorporated
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?

14. What sound did we learn today? Say the sound.
Block 6: Closing
Provide sentence frames, if appropriate.
(Example, I learned _____.)
Teacher Note
What sound did we learn today?
Say the sound.
Tell something that happened in the story we read.