1. Foundation Begins Review
Foundation - Term 1, Day 10
Foundation Begins
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 _______.
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. Letter Name and Sound Review
Block 1: Opening
Daily Review
Letter Name and Sound Review
Click here to hear the letter sounds.
Skill Development & Guided Practice
Alternate between the pattern of letter name, sound and word between teacher and student. The pattern of saying the letter name, sound and word should be repeated 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. (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. These words have both /t/ and short a sounds
Block 2: Phonemic Awareness (Review Letters T & A.)
Learning Objective
Checking for Understanding
We will practise the /t/ and short a sound.
What will we practise?
We will practise ________.
Concept Development
When you see “short a,” insert short a sound; do not say “short a sound.”
Teacher Note
Words are made of sounds.
/t/ sound
short a sound
To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow.
The short a sound comes from the middle of the mouth and the tip of your tongue is pointing low.
Activity: Place of Articulation
two
apple
Checking for Understanding
Make the /t/ sound.
Make the short a sound.
Is the short a sound in the word ___? /
Is the /t/ sound in the word ___? /
These words have both /t/ and short a sounds
toe
Click here to hear the letter sound.
sat
ant
add

8. These words have both /t/ and short a sounds
Block 2: Phonemic Awareness (Review Letters T & A.)
Concept Development
To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow.
The short a sound comes from the middle of the mouth and the tip of your tongue is pointing low.
Activity: Place of Articulation
Words are made of sounds.
/t/ sound
short a sound
When you see “short a,” insert short a sound; do not say “short a sound.”
Teacher Note
two
apple
Checking for Understanding
Make the /t/ sound.
Make the short a sound.
Is the short a sound in the word ___? /
Is the /t/ sound in the word ___? /
These words have both /t/ and short a sounds
hat
sat
ant
bat

9. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ sound?
tiger
Students are practising the letter t sound. When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

10. Does the word have the /t/ sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ sound?
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, 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

11. Does the word have the short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the short a sound?
foot
Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the short a sound (insert short a sound). (Teacher says sound)
Students repeat the short a sound (insert short a 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 short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

12. Does the word have the short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the short a sound?
apple
Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the short a sound (insert short a sound). (Teacher says sound)
Students repeat the short a sound (insert short a 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 short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

13. Does the word have the /t/ and short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ and short a sound?
tap
When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the /t/ and short a sound. (teacher says sound)
Students repeat the /t/ and short a 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/ and short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

14. Does the word have the /t/ and short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ and short a sound?
cat
When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the /t/ and short a sound. (teacher says sound)
Students repeat the /t/ and short a 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/ and short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

15. Does the word have the /t/ and short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ and short a sound?
bike
When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the /t/ and short a sound. (teacher says sound)
Students repeat the /t/ and short a 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/ and short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

16. Does the word have the /t/ and short a sound?
Block 2: Phonemic Awareness (Review Letters T & A.)
Guided Practice
Does the word have the /t/ and short a sound?
ant
When you see “short a,” insert short a sound; do not say “short a sound.”
Listen for the /t/ and short a sound. (teacher says sound)
Students repeat the /t/ and short a 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/ and short a 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. Segmenting refers to splitting all the sounds in a word.
Teacher Note: Method of Delivery

17. Sing Head, Shoulders, Knees and Toes
used number
1876
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)

18. We will read the letters t and a.
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Learning Objective
Declare the Objective
We will read the letters t and a.
What will we read?
We will read the _______.
Use “Three Blind Mice” melody to sing:
T says /t/
Every letter makes a sound
A says (insert short a sound)
Activity: Letter Chant
Concept Development
All letters have a name and sound.
When we read the letter, we say its sound.
Checking for Understanding
Ask the questions to multiple students for the letters t and a:
What is the name of this letter?
The name of this letter is _____.
What sound does the letter _ make?
The letter t makes the ______.
When you see “short a,” insert short a sound; do not say “short a sound.”
When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound.
Teacher Note
Click here to hear the letter sound.

19. Letter t Letter a Both Letters t and a.
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Concept Development
Letter t
Letter a
Checking for Understanding
Is the letter a in this word? /
Is the letter t in this word? /
Are the letters t and a in this word?/
Both Letters t and a.

20. Is the letter t in the word?
Block 3: Phonics/Letter Formation (Review Letters T & A.)
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 such as taaap, aaapllle, taaag; 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

21. Is the letter a in the word?
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Guided Practice
Is the letter a in the word?
Practise reading the letter a by alternating between teacher and students five times.
Is the letter a in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short a sound (insert short a 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 such as paaannnn, aaapllle, tiiinnn; 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

22. Are the letters a and t in the word?
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Guided Practice
Are the letters a and t in the word?
Practise reading the letter t and a by alternating between teacher and students five times.
Are the letters t and a in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the /t/ and short a sound (insert short a 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 such as aaat, sssaat, etc.; 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

23. We will write the letters T and A.
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Learning Objective
Declare the Objective
We will write the letters T and A.
What will we write?
We will write _______.
Concept Development 
Make the Connection
Letters are written in two ways:
Which letter is the upper case A? How do you know?
Which letter is the lower case t?
How do you know?
upper case
lower case

24. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review Letters T & A.)
Skill Development & Guided Practice
Write the letters T and A.
1 Trace 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. 11
The dark purple dot indicates where to start.
upper case T
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 t
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
upper case A
start at the top line and move down in a slant to the bottom line
then, make another slant on the other side to the bottom line
connect the two slanted lines by making a stroke on the dashed line
lower case a
start at the dashed line, move along the line in an anticlockwise direction; make a smooth turn down to bottom line, then curve up and slant to the dashed line
end by stroking down to the bottom line
Teacher Note

25. Sing Head, Shoulders, Knees and Toes
used number
1912
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. We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development (Review I, see & like)
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Concept Development
Activity: High-Frequency Chant
A high-frequency word is used more than other words.
See
I see an “s’
I see two “e” s
I see the word “see” looking back at me
Use Thumbkin Nursery Rhyme melody to sing:
like
l-i-k-e
like like like
High-Frequency Word
Sentences
carrots
Checking for Understanding
Why is I a high-frequency word?
I is a high-frequency word because____.
Why is see a high-frequency word?
See is a high-frequency word because____.
Why is like a high-frequency word?
Like is a high-frequency word because____.
koalas

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

28. Block 4: High-Frequency Words & Voc. Development (Review I, see & like)
Guided Practice
Checking for Understanding
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
High-Frequency Sentences p. 4

29. 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.
As you review the tools, make sure to redefine them.
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
School tools are used in school.
pencil
paper
crayons
scissors
paint
glue
book
whiteboard
Skill Development & Guided Practice
Ask five students per question:
Point to a picture and ask: What is this called? This is _________.
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

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

31. Sing Head, Shoulders, Knees and Toes
used number
2018
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)

32. 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?”
I Went Walking (1996) by Sue Williams; Harcourt Brace International, Orlando, USA
Brown Bear, Brown Bear, What Do You See? (1996) by Bill Martin Jr., & Eric Carle; Henry Holt and Company, USA
The Magic Hat, (2000) by Mem Fox; Scholastic, Gosford, NSW
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
Extra 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?

33. What did you learn about the letters T and A?
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned the school tool _____.)
Teacher Note
What did you learn about the letters T and A?
Tell me one thing about the story we read.
Name two school tools you learned this week.
Use the words I see or I like in a sentence.
“I see ______.”
“I like ______.”