Year 1 - Term 4, Day 34 Digital Learning.

Year 1 - Term 4, Day 34 Digital Learning

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

Block 1: Opening Click here to hear the sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster 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

stop right through over only not thank then much help day long which
Block 1: Opening Daily Review High-Frequency Words stop right through over only not thank then much help day long which tell know never why come full also of 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

We will identify medial sounds.
Block 2: Phonemic Awareness (Identify medial 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. Learning Objective The medial sound is the middle sound in a word. Remember the Concept We will identify medial sounds. Skill Development & Guided Practice 1 Listen to the word. (Teacher says word) 2 Say the word with the teacher. 3 Identify the medial sound. (say the middle sound). Identify ending sounds. pull – /short u/ short – /or/ chain - /long a/ boat - /long o/ 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? town - /ow/ shirt - /Әr/ kite - /long i/ bash - /short a/ Extended Thinking Oliver says the word rock has the medial sound of /ck/. Emma thinks it has the medial sound of /short o/. Who is correct? Explain your answer. Emma is correct because /short o/ is the medial sound.

Wheel of FUN WOF# 2155 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.)

We will read the text. Read the words: crab called has hard legs a
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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 read the text. Activate Prior Knowledge Teacher Note Students get a separate handout of the text. Students will read a text that is comprised of the letter sounds, letter patterns, ending forms and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter patterns: long a and e, consonant blends er, r-controlled and double consonant ll, digraph sh Letter sounds: r-controlled er /Әr/, consonant blends, ll /l/, /sh/ Text word count: 98 words Teacher Note Read the words: Letter Sounds and Patterns Different Ending Form Words High-Frequency words crab called has hard legs a keep plants is safe shells many live they 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?

Crabs by Stephen Neer Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Throughout the text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the story are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Teacher Note Crabs by Stephen Neer What is the title of the text? Who is the author? Comprehension 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?

Block 3: Phonics/Letter Formation – We will read the text Crabs.
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. Explain to the students that a claw is the sharp curved part at the end of a leg of an animal. Definition This is a crab. A crab has ten legs. The front legs on a crab are called claws. Assist students in reading the word claws. Students have not been taught the aw /au/ sound. Help students read the word called even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the word front. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word this on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? Name one fact you learned about a crab’s leg. Comprehension

Many crabs have hard shells that keep them safe.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Many crabs have hard shells that keep them safe. Students may need help with reading the word shells even though they have been taught different ending forms (-s, -ed, -ing). Select five individual students to blend and segment the word hard. Does the word hard have the r-controlled /ar/ (insert sound) sound? Point to the high-frequency word them on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What are the hard shells used for? Comprehension

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. Most crabs walk or run on the bottom of the sea. Many crabs walk sideways. Some crabs can swim. Explain to the students that sideways means to move to the side. Definition Students may need help with reading the words sideways and bottom. Students have not been taught compound words or words with double consonants in the middle. Read the sentence, “Some crabs can swim.” Select five individual students to blend and segment the word crab. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word some on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? Does the image give us information about how a crab walks? Where do crabs walk? Comprehension

Crabs eat plants and animals. Crabs eat worms, clams and mussels.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs eat plants and animals. Crabs eat worms, clams and mussels. Explain to the students that mussels are small sea animals with a soft body in a black shell. Definition Assist students in reading mussels. Students have not been taught to read multisyllable words or words with double consonants in the middle. Select five individual students to blend and segment the word worms. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound of the word worms? Select five individual students to say the word eat. Produce another word that rhymes with eat. Phonics 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? Name an animal crabs eat. Comprehension

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. Crabs live all over the world. Crabs live in the sea. Crabs live in freshwater rivers and lakes. Explain to the students that fresh water has small amounts of salt. Definition Assist students in reading the word freshwater. Students may need help reading multi-syllable and compound words. Read the sentence, “Crabs live all over the world.” Select five individual students to blend and segment the word rivers. Does the word rivers have the r-controlled er /Әr/ (insert sound) sound? What is another word that has the r-controlled er /Әr/ (insert sound) sound? Read a high-frequency word on the page. Phonics 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? What is fresh water? What is an example of fresh water? Comprehension

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. Crabs also live on land. They live in pits. The crabs dig pits in the sand or mud. Select five individual students to blend and segment the word land. What is the beginning sound of the word? What is the ending sound of the word? Do land and sand rhyme? How do you know? Point to the high-frequency word they on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What do crabs dig? Why do crabs dig pits? Comprehension

Crabs are interesting animals.
Block 3: Phonics/Letter Formation – We will read the text Crabs. 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. Crabs are interesting animals. Explain to the students that the word interesting means something is cool or neat. Definition Assist students in reading the word interesting. Students may need help reading multi-syllable words. Read the sentence, “Crabs are interesting animals.” Point to the high-frequency word animal on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” Phonics 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? What is the topic of the text? Name a fact from the text. Did you like the text? Why or why not? Comprehension

We will write words. Solving Math Problems
Block 3: Phonics/Letter Formation (Write 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 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. 33 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

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. 50 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

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. 26 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

Story Vocabulary Block 4: High-Frequency Words & Voc. Development
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

Teacher Guided: Phonics
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write informative text. 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. Say the name of the picture. What medial/middle sound completes the word? Circle the letter(s) that makes that sound. Then, write the letters on the line and read the word. For example, say sing. What sound completes the word? (short i). Circle the letters that make that sound. Students would circle the letters i. Words: sing, leaf, pool, vest, brown, goat, father and liight. Materials: Print out this slide and give a pencil to each student. Directions: First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added. Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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. Prior to the activity, create an example for the students. Allow students to draw something about the topic.

Block 6: CAP/Reading Comprehension
Quiz #2

Tell me something about the text, Crab.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: What is the purpose of the text? Name a fact from the text. Teacher Note Tell me something about the text, Crab. Blend and segment the word crab. Use the high-frequency words through, right and stop in a sentence.

Year 1 - Term 4, Day 34 Digital Learning.

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Year 1 - Term 4, Day 34 Digital Learning.

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