1. Year One - Term 1, Day 39
Imaginative Texts

2. 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 the _______.
Teacher Note
Concept Development
Refer to posted alphabet.
The alphabet is all the letters.
Each letter has a name.
Phonics 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, chant the alphabet with sounds (A, /ah/, apple; B, /b/, ball; C, /k/, cat, etc.) or click on the link in the grey box for the alphabet with sounds.
Select ten letters and review the letter sounds. Alternate between teacher and students five times.
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 ____.”

3. Block 1: Opening Daily Review Teacher Note
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
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

4. oval ape uniform eagle ice snail three roast cube kite mule might
Block 1: Opening
Daily Review
Click here to hear the sounds.
Long a
ape
snail
May
plane
Long e
eagle
three
dream
Long o
oval
roast
doe hose
tow
Long i
ice
kite
might
pie
cry
Long u
uniform
cube
mule
hue
skew
/oo/ sound
flute
tube
Skill Development & Guided Practice
Review the long vowel sounds and spellings:
Review the long a spellings ai, ay and a_e.
Review the long e spellings ee and ea.
Review the long o spellings oa, oe, o_e and ow.
Review the long i spellings i_e, igh, ie and y.
Review the long u spellings u_e, ue and ew.
Review the long u with the /oo/ sound spellings u_e.
Teacher Note: Method of Delivery

5. ask in does what when say where him High-Frequency Words
Block 1: Opening
Daily Review
High-Frequency Words
ask in
does
what
when
say
where
him
Skill Development & Guided Practice
Review the high-frequency words.
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

6. Block 2: Phonemic Awareness (Blend 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
What will we blend?
We will ________ words.
Declare the Objective
We will blend words.
Which picture matches the blended word
-{cuuute}?
“_____matches the blended word.” A B
In your own words, what does it mean to blend?
To blend is to _________.
Checking for Understanding
Concept Development
To blend is to put sounds together to make a word.
Blending
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?
flew
fffllleeew
huge
hhhuuuge
blue
bllluuue
Singing the sounds can help the students blend.
Students should be practising “smooth” blending, where all sounds are “hooked together.”
Teacher Note

7. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend 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.
Guided Practice
Blend sounds together to make a word.
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?
clue
cllluuue
threw
threeew
tuba
tuuubaaa
Click to see the picture for the blended word.
Teacher points to picture and says /clue/.
Teacher stretches out the word /cllluuue/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word /cllluuue/.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /cllluuue/.
Teacher says the word /clue/.
Students say the word /clue/.
Teacher Note: Method of Delivery

8. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend 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.
Guided Practice
Blend sounds together to make a word.
duuue – due 1
nnneeew – new 2
duuunnne – dune 3
pllluuummme – plume 4 5
ssskeeew – skew
cuuute – cute 6
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?
Teacher points to picture and says /due/.
Teacher stretches out the word /duuue/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word /duuue/.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /duuue/.
Teacher says the word /due/.
Students say the word /due/.
Teacher Note: Method of Delivery

9. Wheel of FUN 1930 Activity 1 Activity 2 Activity 3 Activity 4
used number
1930
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
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
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

10. The /oo/ sound – Spelling ue and ew
Block 3: Phonics/Letter Formation/Spelling (Read long u words with /oo/ sound.)
What will we read?
We will read _______.
Declare the Objective
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 long u words.
Explain to the students that the spelling of long u that makes the /oo/ sound with ue and ew is usually at the end of a word (glue, stew).
Positional Frequency
Concept Development
Long u also makes the /oo/ sound.
Long u words that say /oo/ can be spelled ue and ew.
Explain to the students a long u where the sound transitions into /oo/ follows other consonant sounds except: m, k, f, b, v and h.
Explain the spelling for long u and /oo/ are similar.
Teacher Note
What is the name of this letter?
The name of this letter is _____.
What sound does the long u also make?
The long u also makes the ______.
Does the word make the /oo/ sound?
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?
The /oo/ sound – Spelling ue and ew
Not /oo/ sound
clue
chew
Click here to hear the sounds.

11. Does the word have a long u spelling with the /oo/ sound?
Block 3: Phonics/Letter Formation/Spelling (Read long u words with /oo/ sound.)
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.
Skill Development & Guided Practice
Does the word have a long u spelling with the /oo/ sound?
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?
Look at the word.
Does it have a long u spelling? (Remind students that the long u that makes the /oo/ sound with ue and ew is usually at the end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long u sound with the /oo/ sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as grrreeew, cuuut, bllleeew, duuue. Remind students that some ue and ew words say the /oo/ sound for long u. Alternate between teacher and student five times; 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 ue ew
u_e
/oo/ spellings

12. Does the word have a long u spelling with the /oo/ sound?
Block 3: Phonics/Letter Formation/Spelling (Read long u words with /oo/ sound.)
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.
Skill Development & Guided Practice
Does the word have a long u spelling with the /oo/ sound?
rude
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?
Look at the word.
Does it have a long u spelling? (Remind students that the long u that makes the /oo/ sound with ue and ew is usually at the end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.)
Say the long u sound with the /oo/ sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher uses smooth blending to read the word such as nnneeew, gllluuue, fffllluuute, rrruuude. Remind students that some ue and ew words say the /oo/ sound for long u. Alternate between teacher and student five times; 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 ue ew
u_e
/oo/ spellings

13. ue ew u_e Solving Math Problems
Block 3: Phonics/Letter Formation/Spelling (Read long u words with /oo/ sound.)
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.
Skill Development & Guided Practice
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? ue ew
u_e
/oo/ spellings
Look at the sentences.
Read the sentence using the long u spellings with the /oo/ sound to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.)
Teacher Note: Method of Delivery

14. We will write long u words.
Block 3: Phonics/Letter Formation/Spelling (Write long u 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 long u words.
What will we write?
We will write _______.
Declare the Objective
Skill Development & Guided Practice
Write words.
1 Trace1 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. 38
1 draw over
Definitions

15. We will spell long u words.
Block 3: Phonics/Letter Formation/Spelling (Spell long u 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
Declare the Objective
We will spell long u words.
What will we spell?
We will spell _______.
Spelling Workbook p. 56
Refer to the spelling workbook for daily activity.
Teacher Note
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?

16. Wheel of FUN 2150 Activity 1 Activity 2 Activity 3 Activity 4
used number
2150
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
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
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance; when the music stops so do the students)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

17. in ask I am in my bedroom. Please ask to come in!
Block 4: High-Frequency Words & Voc. Development
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
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Concept Development
Why is in a high-frequency word?
In 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 Words
Sentences in
ask
I am in my bedroom.
Please ask to come in!
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?

18. 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 Words Booklet p. 13

19. 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. 19

20. A snout is a long nose on some animals.
Block 4: High-Frequency Words & Voc. Development
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.
Lesson Vocabulary
A snout is a long nose on some animals.
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
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?

21. Teacher Guided: Phonics activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics activity
Rotational Activity 2
Teacher Guided: Read and write long u words
Rotational Activity 3
Colour write high-frequency words
Rotational Activity 4
Teacher Guided: Write about an event from a story
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. Fold the paper into a book.
Directions:
Teacher/assistant and student will track and read the long u words. Then, students will trace the words.
Materials:
Print out this slide and give each student red, blue, green and yellow crayons.
Directions:
Read the high-frequency word and then write the word four times using the colours red, blue, green and purple. .
Materials: Print out this slide and cut out the words. Also, provide three baskets labeled long u and /oo/ sound.
Directions:
Students will read and sort long u patterned words into three baskets that are labeled long u and /oo/ sound.
Materials: Print out this slide and give a pencil and crayons to each student.
Directions:
Ask the students to write two to three sentences describing an event from a story. Please provide a sentence frame. Then, have the students write another sentence and then draw the event. If they are able to write additional sentences about the event, please allow it. Make sure that they are using an upper case 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.

22. Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading 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.
Teacher Instructions: This slide appears throughout the week. Select one or two stories. 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 make predictions. 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 1660, ACELY 1659
Suggested Story Choices
Respond to Text Poster
ACELT 1583
Review CAP
Discuss the front cover, back cover, author, illustrator 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. Have students make a prediction.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?”
Dog Loves Books (2010) by Louise Yates, Red Fox Books, London
There’s a Sea in my Bedroom (1989) by Margaret Wild, Penguin Books, Australia
When Henry Caught Imaginitis (2007) by Nicholas Bland, Scholastic, Lindfield, NSW
Extra list of books:
Who is the character?
What is the setting?
Describe the plot.
What is the problem?
What is the solution?
What did you like about the story?
What did you dislike about the story?
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?

23. Block 6: CAP/ Reading Comprehension (Retell facts from text.)
Learning Objective
To recall is to say facts from the text.
Facts are pieces of information.
We recall text by remembering the facts.
Remember the Concept
We will recall facts from text.
Periodic Review 2
Bilby
1. A bilby is an animal. 2. A bilby has big ears. 3. A bilby is light grey. 4. It has a black and white tail. 5. It has a long snout1 that helps it find food words
Listen to the text.
Recall the text by remembering the facts.
Give me a fact. “______________ is a fact from the text. ” (Teacher then students; Pair-Share then call on non-volunteers.)
Answer are given orally for this lesson.
Teacher Note: Method of Delivery
Extended Thinking
Retell facts from the text to your partner.
Draw the fact.

24. Wheel of FUN 1850 Activity 1 Activity 2 Activity 3 Activity 4
used number
1850
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
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
Teacher’s Choice
Activity 5
Freeze dance (Play some music and have students dance. When the music stops, so do the students.)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

25. . ? ! . ? ! 1 2 3 4 A bilby has big ears What is a bilby
Block 7: Grammar (Use ending punctuation.)
Learning Objective .
Statement
I am six. ?
Question
Where is the cat? !
Exclamation
It was hot!
We will use ending punctuation.
Periodic Review 1 1
A bilby has big ears
. ? ! 2
What is a bilby 3
Watch out for the bilby 4
A bilby has claws
Extended Thinking
Correct the sentences below by using the correct punctuation.
Write the correct punctuation on your whiteboard. 1
The sugar glider jumps from trees? 2
What do wombats eat. 3
A dingo is a wild dog!

26. Tell me something about the long u sound /oo/.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned _______.)
Teacher Note
Tell me something about the long u sound /oo/.
Retell something that happened in the story we read.
What did you learn about ending punctuation?
Use the high-frequency word in in a sentence.