1. Year 1 - Term 4, Day 4
Different Texts

2. 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. As the program progresses, consider having students write or contribute to the daily message.
Topic Suggestions: Teacher says; students repeat.
Weather: “It is hot today.”
Activities taught yesterday: “We learned the letter ____ yesterday.”
Activities for today: “Today, we will write our names.”
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.)”
Message
What is today’s date?
“Today is _______________.”
Tell your partner the date.
Checking for Understanding

3. R-Controlled Patterns /Ər/
Block 1: Opening
Click here to hear the sounds.
Daily Review
R-Controlled Patterns /Ər/
-er ir ur
her
germ
fern
bird
shirt
stir
turn
fur
curl
Review r-controlled patterns.
Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4.
Consonant Blend Poster (beginning and ending blends)
Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy)
Short and Long oo Poster
Silent Letter Poster
The Letters C and G Poster
Double Consonant Poster
Digraph & Trigraph Poster
Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. )
Teacher Note: Method of Delivery

4. which tell know or never why family hot full also of cold than has an
Block 1: Opening
Daily Review
High-Frequency Words
which
tell
know or
never
why
family
hot
full
also of
cold
than
has an
from
every
any as
could
too
Teacher selects five or more high-frequency words to review. Select the words based on student needs and time.
Consider creating a word wall with all the high-frequency words taught up to term 3.
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 whisper the word he is pointing to.
4. Teacher asks students to read the word she is pointing to in a squeaky voice.
Teacher Note: Method of Delivery

5. Say the name of the picture. What is the beginning sound? (Pair-Share)
Block 2: Phonemic Awareness
Learning Objective
What will we make?
We will make________.
Declare the Objective
We will make new words.
Students, you already know how to identify the beginning sound in a word. The words pig and wig have a different beginning sound, but the ending sound is the same. We can change the beginning sound in a word to make a new word like in /p/ in pig to make wig. Now, we will make new words.
Make the Connection
Activate/Provide Prior Knowledge
Say the name of the picture.
What is the beginning sound? (Pair-Share)
Say the names of the pictures and then have students say them with you.
The focus of this lesson is to understand that we can create new words by changing or substituting target sounds.
Blends will not be used in this lesson. This lesson focuses on CVC word constructions and changing only beginning sounds.
Teacher Note
pig
wig

6. To make new words, change the beginning sound.
Block 2: Phonemic Awareness
Concept Development
When explaining the changing of sounds, make sure to emphasise the /c/ in can changed to /f/ in fan and so forth to make new words.
Teacher Note
To make new words, change the beginning sound.
Checking for Understanding
What sound in bat was changed to make rat? How do you know?
In your own words, how do we make new words? “To make new words, ______.”
Change sounds
-an
c/an
f/an
v/an

7. Make a new word. -ing Block 2: Phonemic Awareness r/ing s/ing k/ing
Skill Development & Guided Practice
Make a new word.
-ing
r/ing
s/ing
k/ing
w/ing
Students are practising making a new word by changing beginning sounds.
Say the word (ring). Teacher and students alternate five times.
Teacher separates the sounds by onset and rime: r/ing. Teacher and students alternate five times.
Teacher will say, “Now, we will change the /r/ in ring to /s/. Now say s/ing (onset/rime).” Teacher and students alternate five times.
Say the new word s/ing = sing.
Continue to change sounds to make new words such as /s/ in sing to /k/ in king and /k/ in king to /w/ to make the new word wing.
Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onset and rime.
Teacher Note: Method of Delivery

8. Wheel of FUN WOF# 2035 Activity 1 Activity 2 Activity 3 Activity 4
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
Find it Fast!
Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly.
Activity 2
Act Like A Pro
Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves.
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Wiggles
Have students stand and do the wiggle:
First wiggle fingers;
Then fingers and wrists;
The fingers, wrists and forearms;
The fingers, wrists, forearms, elbows;
The fingers, wrists, forearms, elbows, shoulders;
The fingers, wrists, forearms, elbows, shoulders, hips;
The fingers, wrists, forearms, elbows, shoulders, hips, knees;
The fingers, wrists, forearms, elbows, shoulders, hips, knees, head.
Activity 6
Six Spot
(Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

9. R-Controlled Patterns – er, ir and ur /Ər/
Block 3: Phonics / Letter formation (Read r-controlled words.)
Click here to hear the sound.
Learning Objective
Emphasise to the students that the letter “r” must come after a vowel for it to be an r-controlled word.
The letter “r “usually changes the sound of the vowel. The vowel does not make a short or long sound. The vowel makes a different sound or no sound at all such as in purple or burst.
Teacher Note
We will read r-controlled words.
er /Ər/
her
Concept Development
R-controlled Pattern:
When the letter “r” comes after a vowel, it changes the vowel sound.
R-controlled patterns with “er”, “ir “ and “ur” are usually found at the middle or end of words.
Positional Frequency
R-Controlled Patterns – er, ir and ur /Ər/
Say the sound of the r-controlled patterns –er, ir and ur.
Is the r-controlled pattern –ir in the word shirt? Yes/No
Is the r-controlled pattern –ur in the word turtle? Yes/No
Checking for Understanding
ur /Ər/
turtle
ir /Ər/
bird

10. Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.)
Click here to hear the sounds.
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 an r-controlled pattern?
person
perfume
bread
stern
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?
Click the link above to play the sound.
Look at the word.
Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” . The pattern –er usually comes at the middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the r-controlled sound –er. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as per(hold the –er sound)sssooonnn, per(hold the –er sound)fffuuummme, brrreeead, and ssster(hold the –er sound)nnn. 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
er - /Ər/
ir - /Ər/
ur - /Ər/
R-Controlled Patterns

11. Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.)
Click here to hear the sounds.
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 an r-controlled pattern?
first
skirt
circle
ring
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?
Click the link above to play the sound.
Look at the word.
Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ir usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the r-controlled sound –ir. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as f(hold the –ir sound)ssst, sssk(hold the –ir sound)t, ccc(hold the –ir sound)cllle and rrriiing. 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
er - /Ər/
ir - /Ər/
ur - /Ər/
R-Controlled Patterns

12. Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.)
Click here to hear the sounds.
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 an r-controlled pattern?
burn
tub
curve
surf
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?
Click the link above to play the sound.
Look at the word.
Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –ur usually comes at the middle or end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the r-controlled sound –ur. (Teacher says the r-controlled sound then students. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as b(hold the –ur sound)nnn, tuuub, c(hold the –ur sound)vvve and sss(hold the –ur sound)rrrfff. 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
er - /Ər/
ir - /Ər/
ur - /Ər/
R-Controlled Patterns

13. 1. The cat’s fur is striped like a tiger.
Block 3: Phonics / Letter formation (Read r-controlled words.)
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
1. The cat’s fur is striped like a tiger.
2. The baker served thirty hot loaves
of bread with butter.
3. Mathew has dirt on his new shirt.
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?
er - /Ər/
ir - /Ər/
ur - /Ər/
R-Controlled Patterns
Look at the sentences.
Read the sentence. (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

14. Block 3: Phonics / Letter formation (Read r-controlled words.)
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
The Girl and The Turtle
The girl and her family went on a summer holiday. They went to the beach. The girl had never been to the beach. She walked down to the water. The girl saw a baby sea turtle on the beach. She thought the turtle was smaller than her hand. She watched the turtle crawl over the sand and into the water.
summer
after
better
circle
girl
her
other
over
water
paper
never
turn
winter
under
tiger
flower
turtle
smaller
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?
Read The Girl and The Turtle.
Read the text using r-controlled pattern –er, ir and ur sound 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
er, ir and ur - /Ər/
R-Controlled Pattern

15. We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled words.)
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.
Learning Objective
We will write r-controlled words.
What will we write?
We will write _______.
Declare the Objective
Skill Development & Guided Practice
Write words.
1 Trace 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
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?
Handwriting Workbook p. 143
A verbal path for the letter is available in the appendix of the Handwriting Workbook.
Teacher Note

16. Wheel of FUN WOF# 1935 Activity 1 Activity 2 Activity 3 Activity 4
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
Find it Fast!
Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly.
Activity 2
Act Like A Pro
Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves.
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Wiggles
Have students stand and do the wiggle:
First wiggle fingers;
Then fingers and wrists;
The fingers, wrists and forearms;
The fingers, wrists, forearms, elbows;
The fingers, wrists, forearms, elbows, shoulders;
The fingers, wrists, forearms, elbows, shoulders, hips;
The fingers, wrists, forearms, elbows, shoulders, hips, knees;
The fingers, wrists, forearms, elbows, shoulders, hips, knees, head.
Activity 6
Six Spot
(Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

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 _______.
Skill Development & Guided Practice
A high-frequency word is used more than other words.
Remember the Concept
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
Checking for Understanding
High-Frequency Words p. 40
Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word.
Teacher Note

18. 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 _______.
Skill Development & Guided Practice
A high-frequency word is used more than other words.
Remember the Concept
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. 4
Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word.
Teacher Note

19. short/tall big/small closed/open cold/hot Story Vocabulary
Block 4: High-Frequency Words & Voc. Development
Story Vocabulary
Opposite Words are words that are different from each other.
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
short/tall
big/small
closed/open
cold/hot

20. Teacher Guided: Phonics
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics
Rotational Activity 2
Read a story
Rotational Activity 3
High-frequency word
Rotational Activity 4
Teacher Guided: Write a narrative.
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:
Ask the students to look at the picture and say the name of the picture. Have students circle the word that goes with the picture. Then, have the students write the word.
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a tri- fold book.
Directions:
Teacher/assistant and students will track and read the high-frequency words. Then, students will trace the words.
Materials:
Print out the slide and give each student a pencil.
Directions:
Have the students read the word, write the word and use it in a sentence.
Materials:
Print out slides four and five and give a pencil and crayons to each student. Tell students they will write a narrative/story.
Directions:
Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell and draw a picture for their narrative. Prior to the activity, create an example for the students.

21. Wheel of FUN WOF# 1865 Activity 1 Activity 2 Activity 3 Activity 4
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
Find it Fast!
Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly.
Activity 2
Act Like A Pro
Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves.
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Wiggles
Have students stand and do the wiggle:
First wiggle fingers;
Then fingers and wrists;
The fingers, wrists and forearms;
The fingers, wrists, forearms, elbows;
The fingers, wrists, forearms, elbows, shoulders;
The fingers, wrists, forearms, elbows, shoulders, hips;
The fingers, wrists, forearms, elbows, shoulders, hips, knees;
The fingers, wrists, forearms, elbows, shoulders, hips, knees, head.
Activity 6
Six Spot
(Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

22. We will edit written text.
Block 7: Grammar (Edit written text.)
Learning Objective
Declare the Objective
We will edit written text.
What will we do to the text?
We will ________ written text
Name one thing to look for when editing narrative text.
Does the sentence have an ending punctuation? Yes/No How do you know?
Bob was very hungry
In your own words, what does edit mean? “Edit means ______________.”
Checking for Understanding
Concept Development
Edit means to look for errors1 in your writing.
To edit a narrative text, use the checklist:
Narrative Checklist
Has a beginning (characters and setting)
Has a middle (problem)
Has an ending (solution)
Use a capital letter at the beginning of each sentence.
Use a capital letter at the beginning of a person’s name.
Use ending punctuation.
Bob the bear loves honey. One day, he was very hungry. He found a beehive in the forest. Bob asked the bees for honey. They said yes.
A narrative tells a story.
A narrative:
has a setting
has characters
has a beginning, middle and ending.
Always capitalise the beginning of a sentence and a person’s name.
Sentences
have ending
punctuation.
Remember the Concept
1 mistakes
Definitions

23. 1. jeffrey the grey goat is learning to cook in his kitchen.
Block 7: Grammar (Edit written text.)
Edit means to look for errors in your writing.
Concept
Skill Development & Guided Practice
1 Read the writing.
2 Edit the writing. (use the checklist; make any changes, if needed)
a Look for the beginning, middle and ending of the story. (check)
b Look for errors in capitalisation. (check)
c Look for errors in punctuation. (check)
Edit written text.
2a How did I/you look for the beginning, middle and ending of a story?
2b How did I/you look for errors in capitalisation?
2c How did I/you look for errors in punctuation?
Checking for Understanding
Narrative Checklist
Has a beginning (characters and setting)
Has a middle (problem)
Has an ending (solution)
Use a capital letter at the beginning of each sentence.
Use a capital letter at the beginning of a person’s name.
Use ending punctuation.
1. jeffrey the grey goat is learning to cook in his kitchen.
2. One night, he made his friend’s dinner. 3. jeffrey burnt all the food. 4. He was sad.
Jeffrey
Jeffrey
5. Then
Jeffrey’s friends taught him how to
cook.

24. 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.
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.
Reading Comprehension Strategies ACELY 1660, ACELY 1659
Suggested Story Choices
Respond to Text Poster
ACELT 1583
CAP
Discuss the front cover, back cover, author, illustrator and title of the book before reading.
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book, if available. 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?”
Me I Am! (2007) by Jack Prelutsky, Farrar, Straus and Giroux
The Big Snow (2005) by Berta and Elmer Hader, Alladin
Is a Worry Worrying You (2005) by Ferida Wolff and Harriet May Savitz, Tanglewood Press
Fairytale News (2004) by Colin and Jacqui Hawkins, Candlewick Press
Extra list of books:
Imaginative Text:
What is the purpose of the text? (to inform/ to entertain)
Who is the character?
What is the setting?
Describe the plot. What is the problem? What is the solution?
What did you like about the story?
What did you dislike about the story?
Informative Text:
Name a fact from the text.
What is the text about?
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?

25. Wheel of FUN WOF# 1955 Activity 1 Activity 2 Activity 3 Activity 4
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
Find it Fast!
Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly.
Activity 2
Act Like A Pro
Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves.
Activity 3
Stretch!
(Lead the students in some stretches.)
Activity 4
Teacher’s Choice
Activity 5
Wiggles
Have students stand and do the wiggle:
First wiggle fingers;
Then fingers and wrists;
The fingers, wrists and forearms;
The fingers, wrists, forearms, elbows;
The fingers, wrists, forearms, elbows, shoulders;
The fingers, wrists, forearms, elbows, shoulders, hips;
The fingers, wrists, forearms, elbows, shoulders, hips, knees;
The fingers, wrists, forearms, elbows, shoulders, hips, knees, head.
Activity 6
Six Spot
(Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

26. We will use context clues.
Block 7: Grammar (Use context clues.)
Learning Objective
Declare the Objective
We will use context clues.
What will we use?
We will use_______.
Grammar Workbook p. 60
Refer to the grammar workbook for daily activity.
Teacher Note

27. Tell me something about the r-controlled patterns: -er, -ir and -ur.
Block 8: Closing
Provide sentence frames, if appropriate.
(Example, I learned _______.)
Consider asking comprehension questions from the story to review literary concepts such as:
What is the setting?
Who is the character?
Describe the character.
What is the problem?
What is the solution?
Teacher Note
Tell me something about the
r-controlled patterns: -er, -ir and -ur.
Name one thing you look for when editing text.
Tell me something about the text we read today.
Use the high-frequency words know, tell or which in a sentence.