Adventure & Exploration

Adventure & Exploration
Foundation - Term 1, Day 37 Adventure & Exploration

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 and students read the alphabet. Teacher says the name of the letter and students repeat. If students are ready, consider reviewing sounds of letters students have learned. 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 ____.”

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

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

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

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.) Learning Objective Blending is putting the sounds together to make a word. Remember the Concept We will blend words. Skill Development & Guided Practice Blend sounds together to make a word. hat hhhaaat hen hhheeennn snack sssnnnaaack Click to see the picture for the blended word. Teacher points to picture and says /hat/. Teacher stretches out the word /hhhaaat/. Teacher says, “Take a breath before we blend.” Students stretch out the word /hhhaaat/. Repeat five times alternating between teacher and students. CFU: Select five random students say /hhhaaat/. Teacher says the word /hat/. Students say the word /hat/. Teacher Note: Method of Delivery

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.) Skill Development & Guided Practice Blend sounds together to make a word. hhhooop – hop mmmiiilllk – milk hhheeelllp – help talk - taaalllk hand hhhaaannnd hot hhhooot Click to see the picture for the blended word. Teacher points to picture and says /hand/. Teacher stretches out the word /hhhaaannnd/. Teacher says, “Take a breath before we blend.” Students stretch out the word /hhhaaannnd/. Repeat five times alternating between teacher and students. CFU: Select five random students say /hhhaaannnd/. Teacher says the word /hand/. Students say the word /hand/. Teacher Note: Method of Delivery

We will practise the /h/ sound.
Block 2: Phonemic Awareness Learning Objective What will we practise? We will practise ________. Declare the Objective We will practise the /h/ sound. Concept Development To make the /h/ sound, open mouth and blow out air. 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 /h/ sound is found in words. Teacher Note /h/ Checking for Understanding Make the /h/ sound. Is the /h/ sound in the word ___? / horse hat heart Not the /h/ sound hook ant ten fish

Does the word have the /h/ sound?
Block 2: Phonemic Awareness (Review h sound.) Skill Development & Guided Practice Does the word have the /h/ sound? house Students are practising the /h/ sound. Listen for the /h/ sound. (teacher says sound) Students repeat the /h/ 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 /h/ 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

Block 2: Phonemic Awareness (Review h sound.) Skill Development & Guided Practice Does the word have the /h/ sound? pot Students are practising the /h/ sound. Listen for the /h/ sound. (teacher says sound) Students repeat the /h/ 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 /h/ 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

Block 2: Phonemic Awareness (Review h sound.) Skill Development & Guided Practice Does the word have the /h/ sound? happy Students are practising the /h/ sound. Listen for the /h/ sound. (teacher says sound) Students repeat the /h/ 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 /h/ 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

Block 2: Phonemic Awareness (Review h sound.) Skill Development & Guided Practice Does the word have the /h/ sound? pie Students are practising the /h/ sound. Listen for the /h/ sound. (teacher says sound) Students repeat the /h/ 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 /h/ 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

Sing Head, Shoulders, Knees and Toes
used number 1985 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Freeze dance (Play some music and have students dance. When the music stops so do the students.) 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 Teacher’s Choice Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will read the letter h.
Block 3: Phonics/Letter Formation (Review letter h.) Learning Objective Declare the Objective We will read the letter h. What will we read? We will read the _______. Concept Development Teacher points to the letter h and asks: What is the name of this letter? The name of this letter is _____. What sound does the letter h make? The letter h makes the _______. Checking for Understanding All letters have a name and sound. When we read the letter, we say its sound. Use “Three Blind Mice” melody to sing: H says /h/ Every letter makes a sound Activity: Letter Chant

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

Is the letter h in the word?
Block 3: Phonics/Letter Formation (Review letter h.) Skill Development & Guided Practice Is the letter h in the word? Practise reading the h by alternating between teacher and students five times. Is the h in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) Say the h 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 hhhooot, paaannn, hhhaaannnd; 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

Is the letter h in the word?
Block 3: Phonics/Letter Formation (Review letter h.) Skill Development & Guided Practice Is the letter h in the word? Practise reading the h by alternating between teacher and students five times. Is the h in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) Say the h 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 piiick, hhhiiit, hhhooop; 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

Please hand me my hat. Henry the hen pecked his snack.
Block 3: Phonics/Letter Formation (Review reading words.) Skill Development & Guided Practice Read the sentences. Henry the hen pecked his snack. Please hand me my hat. Look at the sentences. Read the sentence using the letter sounds to sound out the words. (Teacher reads and students track. Use smooth blending to sound out the words except for the high-frequency words I and the. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Please read Henry, his and please for the students. Teacher Note: Method of Delivery

We will write the letter H.
Block 3: Phonics/Letter Formation (Write the letter h.) Learning Objective Declare the Objective We will write the letter H. What will we write? We will write the _______. Concept Development Which letter is the upper case __? How do you know? Which letter is the lower case __? How do you know? Checking for Understanding Letters are written in two ways: Upper case H start at the top line and make a stroke down to the bottom line then, make another stroke down to the bottom line connect the two strokes with a stroke on the dashed line lower case h start at the top line and stroke down to the bottom line then, slant up to the dashed line and curve down to the bottom line Teacher Note

2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Write the letter h.) Skill Development & Guided Practice Write the letter H. 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. 36 The dark purple dot indicates where to start. Upper case H start at the top line and make a stroke down to the bottom line then, make another stroke down to the bottom line connect the two strokes with a stroke on the dashed line lower case h start at the top line and stroke down to the bottom line then, slant up to the dashed line and curve down to the bottom line Teacher Note Definitions 1 draw over

the The man has a hat on his head. We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective What will we read? We will read _______. Declare the Objective We will read high-frequency words. Concept Development Why is the a high-frequency word? The 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 Sentence the 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 The boy was loud, to emphasise the meaning of a high-frequency word. Teacher Note The man has a hat on his head.

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. 16

rectangle square We will read shape words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read shape words. What will we read? We will read _______. Concept Development Consider bringing different items that are different shapes. 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 A rectangle and square are shapes. rectangle A rectangle is a shape with four sides and corners. square A square is a shape with four equal1 sides and four corners. Point to a vocabulary word and ask: What shape is this? What is a rectangle? A rectangle ________. What is a square? A square _________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to something in the shape of a triangle. Point to something in shape of a circle. (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery 1 same size Definitions

Teacher Guided: Blending Activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Blending Activity Rotational Activity 2 Letter Formation H Rotational Activity 3 Teacher Guided: Read High-Frequency Book Rotational Activity 4 Teacher Guided: Retell life experience Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide. Directions: Prior to this activity, cut up flashcards. Ask students to name the item on each card by blending the sounds given by the teacher/ assistant. Alternate between non-volunteers and choral blending. Example: “I have an object here. Can you figure out what it is? Listen to the sounds. [hhhaaat].” If students have their own copies, “Show me the card that has a [hhhaaat]. Now, let’s all say it, [hat] hat.” Materials: Print out this slide and give crayons to each student. Directions: Practise tracing the letter using each colour of the rainbow. 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. Then, have students trace the high-frequency word the. Materials: Print out this slide and give a pencil and crayons to each student. Directions: Ask the students to retell a time they did something fun and to write a sentence about it. Please have them start with the sentence frame “One time I ________.” Then, have students draw about that time. Student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.

We will retell a story in order.
Block 6: CAP/ Reading Comprehension (Retell a story in order.) Learning Objective What will we retell? We will retell _________. Checking for Understanding We will retell a story in order. Activate Prior Knowledge Students, our days are put together in an order. First, we brush our teeth. Next we go to school and come home. Last we go to bed. Stories also have an order. Now, we will retell a story in order. Make the Connection 1. Which picture shows the first thing we do in the morning? 2. Which picture shows the last thing we do at night?

Retell is to say what happened in the story.
Block 6: CAP/ Reading Comprehension (Retell a story in order.) Concept Development Did this happen first? How did you know? Harry scored a goal at the soccer game. Harry put on his uniform. In your own words, what is retell. Retell is to _________. Checking for Understanding Retell is to say what happened in the story. Stories are told in order1. To retell, say what happened first, next and last. / Going to School 1. First, Harry woke up early. 2. Next, he got dressed and ate breakfast. 3. Last, his mum walked him to the bus stop. 21 words First Next Last Harry woke up He got dressed, and ate breakfast His mum walked him to the bus stop 1 the way things follow each other Definitions

4. Nita likes the slide. 18 words
Block 6: CAP/ Reading Comprehension (Retell a story in order.) Skill Development & Guided Practice To retell is to say what happened in a story. Stories are told in order. To retell, say what happened first, next and last. Remember the Concept The Slide 1. First, Nita climbs up steps. 2. Then, Nita sits. 3. Last, she slides down the slide. 4. Nita likes the slide words Consider using alternative vocabulary for first, then, next and last such as what happened at the start of the story? Teacher Note First Next Last Listen to the story. Retell the story in order. What happened first? What happened next? What happened last? (Teacher then students; Pair-Share then call on non-volunteers.) Answer are given orally for this lesson. Pictures animate in based on the order of the story. Teacher Note: Method of Delivery

Block 6: CAP/ Reading Comprehension (Retell a story in order.)
Skill Development & Guided Practice To retell is to say what happened in a story. Stories are told in order. To retell, say what happened first, next and last. Remember the Concept The Pig’s House 1. First, the wolf blew the straw house down. 2. Next, the wolf blew the stick house down. 3. Last, he tried to blow the brick house down words Consider using alternative vocabulary for first, then, next and last such as what happened at the start of the story? Teacher Note First Next Last Listen to the story. Retell the story in order. What happened first? What happened next? What happened last? (Teacher then students; Pair-Share then call on non-volunteers.) Answer are given orally for this lesson. Pictures animate in based on the order of the story. Teacher Note: Method of Delivery

We will make predictions.
Block 6: CAP/Reading Comprehension (Review making predictions.) Learning Objective A prediction is what we think will happen in a story. Make predictions by looking at the pictures. Make predictions by reading the story. Remember the Concept We will make predictions. Periodical Review 2 Make Predictions. / Rain 1. It is very cloudy outside today. 2. I did not bring an umbrella. 3. I hope it does not rain. 18 words Predict what you think will happen next: It starts to rain. The sun comes out. Extended Thinking What did you use to make a prediction? (Pair-Share)

What did you learn about the letter H? Say the sound.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note What did you learn about the letter H? Say the sound. Retell what happened in the story we read. Name a shape. Use the high-frequency word the in a sentence.

Adventure & Exploration

Similar presentations

Presentation on theme: "Adventure & Exploration"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Adventure & Exploration

Similar presentations

Presentation on theme: "Adventure & Exploration"— Presentation transcript:

Similar presentations

About project

Feedback