1. Foundation - Term 1, Day 14
Storytelling

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. I see like a to High-Frequency Words 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. We will practise the short i sound.
Block 2: Phonemic Awareness (Review short i sound)
Learning Objective
Declare the Objective
What will we practise?
We will practise ________.
We will practise the short i sound.
To make the short i sound, open mouth, point the tip of your tongue down and blow from back of throat.
Activity: Place of Articulation
Concept Development
When you see “short i,” insert short i sound; do not say “short i sound.”
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 short i sound is found in words.
Teacher Note
Words are made of sounds.
short i
Checking for Understanding
Make the short i sound.
Is the short i sound in the word ___? /
two
Iguana
insect
lick
Not the short i sound
Click here to hear the letter sound.
itch
ball
ant

8. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound? in
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

9. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
tap
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

10. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
insect
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

11. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
pig
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

12. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
cat
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

13. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
sing
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i 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 i 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.
Teacher Note: Method of Delivery

14. Sing Head, Shoulders, Knees and Toes
used number
1970
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)

15. We will read the letter i.
Block 3: Phonics/Letter Formation (Review the letter i.)
Learning Objective
Declare the Objective
We will read the letter i.
What will we read?
We will read the _______.
Use “Three Blind Mice” melody to sing:
I says (insert short i sound)
Every letter makes 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
Teacher points to the letter i and asks: What is the name of this letter?
The name of this letter is _____.
What sound does the letter i make?
The letter i makes the _______.
Click here to hear the letter sound.

16. Letter i Not an example of i
Block 3: Phonics/Letter Formation (Review the letter i.)
Concept Development
Checking for Understanding
Letter i
Is the letter i in this word? /
Not an example of i
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.
Say the name of the letter. Teacher points to the letter i. (Teacher then students. Pair-Share and call on non-volunteers)
Say the short i sound (insert short i sound). (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the insect. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: i, short i, insect)
Teacher Note: Method of Delivery

17. Is the letter i in the word?
Block 3: Phonics/Letter Formation (Review the letter i.)
Guided Practice
Is the letter i in the word?
Practise reading the letter i by alternating between teacher and students five times.
Is the letter i in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short i sound (insert short i 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; 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.
Explain to students that ch makes one sound.
Teacher Note: Method of Delivery

18. Is the letter i in the word?
Block 3: Phonics/Letter Formation (Review the letter i.)
Guided Practice
Is the letter i in the word?
Practise reading the letter i by alternating between teacher and students five times.
Is the letter i in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short i sound (insert short i 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; 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.
Explain to students that ck makes one sound.
Teacher Note: Method of Delivery

19. S s T t We will write the letter I. Letters are written in two ways: 
Block 3: Phonics/Letter Formation (Review the letter i.)
Learning Objective
Declare the Objective
We will write the letter I.
What will we write?
We will write the _______.
Which letter is the upper case __? How do you know?
Which letter is the lower case __? How do you know?
Checking for Understanding
Concept Development 
Which letter is the upper case __? How do you know?
Which letter is the lower case __? How do you know?
T t
CFU
Letters are written in two ways:
S s
Upper case I
start at the top line and stroke down to the bottom line
then, make a short crossing stroke on the top and bottom lines
lower case i
start at the dashed line and stroke down to the bottom line
then, end with a dot on top of the dashed line
Teacher Note

20. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review the letter i.)
Skill Development & Guided Practice
Write the letter I.
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. 15
The dark purple dot indicates where to start.
Upper case I
start at the top line and stroke down to the bottom line
then, make a short crossing stroke on the top and bottom lines
lower case i
start at the dashed line and stroke down to the bottom line
then, end with a dot on top of the dashed line
Teacher Note
Definitions
1 draw over

21. Sing Head, Shoulders, Knees and Toes
used number
2097
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. like to I like to . I like to . 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 to a high-frequency word? To is a high-frequency word because____.
Why is like a high-frequency word?
Like 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 Word
Sentences
Use the military cadence melody to sing:
“To”’s a word that we know
And it’s spelled like this: T-o
We like to go to school to play
We’d like to go there everyday!
Use “are you sleeping?” melody to sing:
l-i-k-e
like like like
Activity: High-Frequency Chant
like
I like to
eat to
I like to
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 I like to run, to emphasise the meaning of a high-frequency word.
Teacher Note
read

23. Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice
High-Frequency Words p. 5

24. Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice
Teacher points to the word and says: Read this word _______ .
Point to a sentence and say: Read this sentence.
Checking for Understanding
High-Frequency Sentences p. 6

25. An office assistant works in the office.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read people around school words.
What will we read?
We will read _______.
Concept Development
Consider asking the office assistant to come to the classroom.
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
People around school are people we see at school.
office assistant
An office assistant works in the office.
Point to a vocabulary word and ask: Who is this?
What does an office assistant do?
An office assistant ________.
Checking for Understanding
Skill Development & Guided Practice
Ask five students per question:
Who is the office assistant? (Pair-Share and call on non-volunteers)
Name a person around school and tell me what they do. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

26. Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics Activity
Rotational Activity 2
Teacher Guided: Read High-Frequency Book
Rotational Activity 3
Create rainbow letter I
Rotational Activity 4
Fine Motor Skills: Using different coloured playdough Create the upper case I and lower case i
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:
Say the name of the letter.
Say the sound of the letter.
Say the word.
Students circle the pictures that have the sound of the letter.
Materials:
Print out this slide and give a pencil to each student.
Directions:
Fold the paper into a book. Teacher/assistant and student will track and read the high-frequency word.
Materials:
Print out this slide and give crayons to each student.
Directions:
Practise tracing the letter using each colour of the rainbow.
Materials: Different colours of playdough.
Directions:
Create different shapes with playdough. Create the upper case and lower case with different coloured playdough.

27. Sing Head, Shoulders, Knees and Toes
used number
1962
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)

28. Block 6: CAP/Reading Comprehension
Quiz #1

29. What did you learn about the letter i?
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned a person around school is _____.)
Teacher Note
What did you learn about the letter i?
Tell me one thing about the story we read.
Name a person around school.
Use the high-frequency words in a sentence.
“I like to ____.”
“I see a ____.”