1. Foundation - Term 1, Day 15
Storytelling
Review

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. Has the /s/ and short i sounds
Block 2: Phonemic Awareness (Review)
Learning Objective
Declare the Objective
We will practise the /s/and short i sound.
What will we practise?
We will practise ________.
Concept Development
To make the /s/ sound, put your tongue behind your bottom teeth and blow.
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.
/s/
No /s/ sound
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, middle or ending sounds. Students are only expected to recognise that these sounds are found in words.
Teacher Note
sock
ant
short i
No short i sound
Checking for Understanding
Make the /s/ sound.
Make the short i sound (Insert sound).
Is the /s/ sound in the word ___? /
Is the short i sound in the word ___? /
insect
ball
sun
Has the /s/ and short i sounds
sit
kiss
sad

8. Words are made of sounds.
Block 2: Phonemic Awareness (Review)
Concept Development
To make the /s/ sound, put your tongue behind your bottom teeth and blow.
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.
/s/
No /s/ sound
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, middle or ending sounds. Students are only expected to recognise that these sounds are found in words.
Teacher Note
sock
ant
No short i sound
Checking for Understanding
Make the /s/ sound.
Make the short i sound (Insert sound).
Are the /s/ and short i sound in the word ___? /
insect
ball
/s/ and short i sounds
sip
sit
kiss
Click here to hear the letter sounds.
dress

9. Does the word have the /s/ sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ sound?
sat
Students are practising the letter s sound.
Listen for the /s/ sound. (teacher says sound)
Students repeat the /s/ 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 /s/ 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 /s/ sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ sound?
lick
Students are practising the letter s sound.
Listen for the /s/ sound. (teacher says sound)
Students repeat the /s/ 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 /s/ 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)
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

12. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the short i sound?
wig
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 /s/ and short i sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ and short i sound?
sick
When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the /s/ and short i sound. (teacher says sound)
Students repeat the /s/ and 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 /s/ and 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. Does the word have the /s/ and short i sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ and short i sound?
top
When you see “short i,” insert short i sound; do not say “short i sound.” Explain to the students a top is a toy.
Listen for the /s/ and short i sound. (teacher says sound)
Students repeat the /s/ and 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 /s/ and 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

15. Does the word have the /s/ and short i sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ and short i sound?
kiss
When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the /s/ and short i sound. (teacher says sound)
Students repeat the /s/ and 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 /s/ and 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

16. Does the word have the /s/ and short i sound?
Block 2: Phonemic Awareness (Review)
Guided Practice
Does the word have the /s/ and short i sound?
bus
When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the /s/ and short i sound. (teacher says sound)
Students repeat the /s/ and 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 /s/ and 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

17. Sing Head, Shoulders, Knees and Toes
used number
2140
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)

18. We will read the letters s and i.
Block 3: Phonics/Letter Formation (Review)
Learning Objective
Declare the Objective
We will read the letters s and i.
What will we read?
We will read the _______.
Use “Three Blind Mice” melody to sing:
S says /s/
Every letter makes a sound
I says (insert short i sound)
Activity: Letter Chant
Concept Development
All letters have a name and sound.
When we read the letters, we say its sound.
Checking for Understanding
Teachers points to the letter s and asks: What is the name of this letter?
The name of this letter is _____.
What sound does the letter s make?
The letter s makes the ______.
Teacher points to the letter i (short i) and asks: What is the name of this letter?
The name of this letter is_______.
What sound do the letter i (short i) make?
The short I makes the______.
When you see “short a,” insert short a sound; do not say “short a sound.”
Teacher Note
Click here to hear the letter sounds.

19. soap tin rat sick Letter s Not letter s Letter i Not letter i
Block 3: Phonics/Letter Formation (Review)
Concept Development
Checking for Understanding
Is the letter s in this word? /
Is the letter i in this word? /
Are the letters s and i in this word? /
soap
Letter s
Not letter s
tin
Letter i
Not letter i
rat
Letters s and i
sick

20. Is the letter in the word?
Block 3: Phonics/Letter Formation (Review)
Guided Practice
Is the letter in the word?
ten
bus
sack
Practise reading the letter s by alternating between teacher and students five times.
Is the letter s in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter s 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 teeennn, buuusss, sssaaak; 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

21. Is the letter in the word?
Block 3: Phonics/Letter Formation (Review)
Guided Practice
Is the letter 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 such as iiitchchch, cccaaat, fffiiit; 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

22. Are the letters and in the word?
Block 3: Phonics/Letter Formation (Review)
Guided Practice
Are the letters and in the word?
Practise reading the letter s and i by alternating between teacher and students five times.
Are the letters s and i in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the /s/ and 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 such as iiit, sssiiit, etc.; 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

23. S I S s T t We will write the letters S and I.
Block 3: Phonics/Letter Formation (Review)
Learning Objective
Declare the Objective
We will write the letters S and I.
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?
T t
CFU
Is this letter the upper case S? /
Is this letter the lower case i? /
Is this letter the lower case i?/
Checking for Understanding
Letters are written in two ways: S I
upper case
lower case
S s

24. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Review)
Skill Development & Guided Practice
Write the letters S and I.
1 Trace 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. 16
The dark purple dot indicates where to start.
Upper case S
start at the top line and curve anticlockwise down to the dashed line; make a smooth change in direction and curve clockwise down; finish by moving along the bottom line
lower case s
start at the dashed line and curve anticlockwise down; make a smooth change in direction and curve clockwise down; finish by moving along the bottom line.
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

25. Sing Head, Shoulders, Knees and Toes
used number
1830
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)

26. to a I see a . I like to . We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development (Review)
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Concept Development
Why is a a high-frequency word?
A is a high-frequency word because________.
Why is to a high-frequency word?
To is a high-frequency word because __________.
Checking for Understanding
A high-frequency word is used more than other words.
High-Frequency Word
Sentences to
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!
Activity: High-Frequency Chant
I see a
pig a
smile
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 jump, to emphasise the meaning of a high-frequency word.
Teacher Note
I like to .

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

28. Block 4: High-Frequency Words & Voc. Development (Review)
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. 7

29. We will read people around school words.
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 principal 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.
teacher
student
principal
office assistant
Skill Development & Guided Practice
Ask five students per question:
Tell each other the name of people who work around school and be ready to tell me.
Who is this? This is ____________.
What does he or she do around school? He or she does ___________.
Teacher Note: Method of Delivery

30. Open Time: Teacher’s Choice
Block 5: Performance & Rotational Activities
Open Time: Teacher’s Choice
Review concepts and skills taught from the previous weeks.

31. Sing Head, Shoulders, Knees and Toes
used number
1950
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)

32. A book is the story we read.
Block 6: CAP/ Reading Comprehension (Review parts of a book.)
Learning Objective
Declare the Objective
We will identify parts of a book.
What will we identify?
We will identify _______.
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? /
Is this the cover of the book? /
Checking for Understanding
Skill Development & Guided Practice
Please distribute one book for each student.
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

33. Reading Comprehension Strategies ACELY 1650 & 1679
Block 6: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one or two stories for each week. 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 conduct a picture walk. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 1.
Reading Comprehension Strategies ACELY 1650 & 1679
Suggested Story Choices
Respond to Text Poster
ACELT 1577
Review CAP
Discuss the front cover, back cover, and title of the book before reading.
Define difficult or unknown vocabulary words
Picture Walk
Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures.
Examine the cover, illustration and read the title of the book. Using the title and illustration, ask students, “What do you think this book is about?”
Miss Malarkey Doesn’t Live in Room 10 (2006) by Judy Finchler & Kevin O’Malley, Walker & Co.
My Teacher Sleeps in School (1985) by Leatie Weiss, Picture Puffin Books
My Teacher’s My Friend (2001) by P.K. Hallinan, Ideals Children’s Books
List of books:
What is the story about?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

34. What did you learn about the letters S and I? Name a part of a book.
Block 7: Closing
Provide sentence frames, if appropriate.
Example: I learned the letter _________.
Teacher Note
What did you learn about the letters S and I?
Name a part of a book.
Name a person around school.
Use the high-frequency words in a sentence.
“I like to _____.”
“I see a _______.”