Foundation - Term 1, Day 13 Storytelling.

Foundation - Term 1, Day 13 Storytelling

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 __________.

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 ____.”

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

We will practise1 the short i sound.
Block 2: Phonemic Awareness Learning Objective Declare the Objective We will practise1 the short i sound. What will we practise? We will practise ________. What does practise mean? Practise means to ________. When you see “short i,” insert short i sound; do not say “short i sound.” Teacher Note Activate/Provide Prior Knowledge Say the name of the picture. Click here to hear the letter sound.  Make the Connection Students, a word is made up of letters. All letters have sounds. These words have the short i sound. Now, we will practise the short i sound. iguana insect Definitions 1 do something over and over again

Words are made of sounds.
Block 2: Phonemic Awareness Concept Development 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 Words are made of sounds. 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 middle sounds. Students are only expected to recognise that the short i sound is found in words. Teacher Note short i Checking for Understanding Make the short i sound. Is the short i sound in the word ___? / insect sit inchworm Not the short i sound sock ball apple

Words are made of sounds.
Block 2: Phonemic Awareness Concept Development 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 Words are made of sounds. 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 middle sounds. Students are only expected to recognise that the short i sound is found in words. Teacher Note short i Checking for Understanding Make the short i sound. Is the short i sound in the word ___? / pig insect sit Not the short i sound cat ball apple

Does the word have the short i sound?
Block 2: Phonemic Awareness Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the short i sound? vase 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the short i sound? in ant 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the short i sound? lick sun 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the short i sound? sad fit 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

Sing Head, Shoulders, Knees and Toes
used number 1909 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)

We will read the letter i.
Block 3: Phonics/Letter Formation (Read the letter i.) Learning Objective Declare the Objective We will read the letter i. What will we read? We will read the _______. Click here to hear the letter sounds. Activate/Provide Prior Knowledge  Make the Connection Say the name of the picture. Students, all words are made from different letters and sounds. One of the letters and sounds in insect is i, and it makes the short i sound. Today, we will read the letter i.

All letters have a name and sound.
Block 3: Phonics/Letter Formation (Read the letter i.) Concept Development Use “Three Blind Mice” melody to sing: I says (insert short i sound) Every letter makes a sound Activity: Letter Chant All letters have a name and sound. When we read the letter, we say its 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 Checking for Understanding 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 ______. Is the letter i in this word? / 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

Is the letter i in the word?
Block 3: Phonics/Letter Formation (Read the letter i.) Skill Development & 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. Teacher Note: Method of Delivery

We will write the letter I.
Block 3: Phonics/Letter Formation (Write 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  Letters are written in two ways: 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

2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Write 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. 14 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

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 _______. Activate/Provide Prior Knowledge  Make the Connection Track and read the sentence with me. Students, the words in these sentences are words that we use a lot when speaking, reading and writing. Now, we will read these high-frequency words. I like to . dance I like to . swim swim

I like to . like to I like to .
Block 4: High-Frequency Words & Voc. Development Concept Development 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 A high-frequency word is used more than other words. High-Frequency Word Sentences I like to . like 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 sit 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 play, to emphasise the meaning of a high-frequency word. Teacher Note jump

to like I like to . I like to .
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 Read each high-frequency word three times. to like Read the sentences. sing I like to . I like to eat

A student is a child that goes to school to learn.
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 Point to the students in the room. 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. student A student is a child that goes to school to learn. Point to a vocabulary word and ask: Who is this? What does a student do? A student__________. Checking for Understanding Skill Development & Guided Practice Ask five students per question: Who is the student? (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

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 to 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.

We will identify1 the parts of a book.
Block 6: CAP/ Reading Comprehension Learning Objective Declare the Objective We will identify1 the parts of a book. What will we identify? We will identify _________. What does identify mean? Identify means to ___________. Activate/Provide Prior Knowledge Make the Connection Name a part of the bicycle. (pair-share) Students, you already know that many things have different parts. Books have different parts, too. Now, we will identify the parts of a book. 1 find Definitions

A book is the story we read.
Block 6: CAP/ Reading Comprehension (Identify parts of a book.) Concept Development Please use realia and select a classroom book to demonstrate the parts: front cover, title, and back cover. Please select simple grade-appropriate books for the students to use during this block, if possible. Teacher Note A book is the story we read. The front cover is at the beginning of the book. The back cover is at the end of the book. The title is the name of the book. Select a book and ask the students. Is this the back cover of the book? / Is this the title of the book? / Checking for Understanding Skill Development & Guided Practice Please distribute one book for each student. Teacher demonstrates the front cover of a book by holding it upright. Make sure to explain to the students how to hold a book correctly. Show a non-example by incorrectly holding a book, such as upside down. Students copy teacher using their own book. Teacher demonstrates the back cover by flipping the book over. Students copy teacher. Teacher points out the title or name of a book. Students copy teacher. Pair-Share: Have partners show each other the front of the book. Have partners show each other the back of the book. Have the partners show each other how to open a book. Teacher asks the students point to the title of the book. Partners switch books and repeat. Teacher Note: Method of Delivery

What did you learn about the letter I? Name one part of a book.
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? Name one part of a book. Name a person around school. Use the high-frequency words in a sentence. “I like to ____.”

Foundation - Term 1, Day 13 Storytelling.

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