Year One - Term 1, Day 41 Review Click here for the pacing calendar:

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 ____.”

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

oval ape uniform eagle ice cute hive goal sheep trail hue peach stay
Block 1: Opening Daily Review Click here to hear the sounds. Long a ape trail stay tape Long e eagle sheep peach Long o oval goal toe home low Long i ice hive sight die fly Long u uniform cute hue pew /oo/ sound flute tune clue stew 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, ue and ew. Teacher Note: Method of Delivery

High-Frequency Words – Term 1
Block 1: Opening Daily Review High-Frequency Words – Term 1 I see look a the she he play go my me and is you to no yes we are him her say by how who when where what does ask in 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 a 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 recognise rhyming words.
Block 2: Phonemic Awareness (Review of recognise rhyming 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 recognise? We will recognise________. Declare the Objective We will recognise rhyming words. Guided Practice Rhyming words have the same ending sound. Remember the Concept 1 Listen to the rhyming words. (teacher says words) 2 Listen to the name of each picture. 3 Recognise the other rhyming word. Do the words rhyme? yes or no Recognise rhyming words. 3 How did I/you recognise the rhyming word? Checking for Understanding [low, bow] This series of words should be reread with each picture. For example, low, bow, toe and then, low, bow, row. 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? toe row [roast, boast] goat toast

1 nose, those 2 toe, nose 3 tow, doe, row 4 boat, goat, moat 5
Block 2: Phonemic Awareness (Review recognise rhyming 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 Rhyming words have the same ending sound. Remember the Concept Listen to the set of words. Do the words rhyme? yes or no How do you know? 1 nose, those 2 toe, nose 3 tow, doe, row 4 boat, goat, moat 5 hail, fail, nail 6 feet, beat, boat Students do not need to see this PPT slide. Ask multiple non-volunteers to respond to the rhyming words. Provide a sentence frame: The words rhyme because __________. The words do not rhyme because ________. Teacher Note yes no yes 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? yes yes no

We will blend words. Block 2: Phonemic Awareness (Blend words.)
Learning Objective What will we blend? We will ________ words. Declare the Objective We will blend words. Guided Practice To blend is to put sounds together to make a word. Remember the Concept toast toooassst bow boow boat boooat Click to see the picture for the blended word. Teacher points to picture and says /toast/. Teacher stretches out the word /toooassst/. Teacher says, “Take a breath before we blend.” Students stretch out the word /toooassst/. Repeat five times alternating between teacher and students. CFU: Select five random students say /toooassst/. Teacher says the word /toast/. Students say the word /toast/. Teacher Note: Method of Delivery

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. 1 2 goooallll wwwrooote fffllloooat – float 3 4 ssstooow – stow doooe – doe 5 caaake – cake 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? 7 wheeeat – wheat 8 fffeeelll – feel Click to see the picture for the blended word. Teacher points to picture and says /goal/. Teacher stretches out the word /goooalll/. Teacher says, “Take a breath before we blend.” Students stretch out the word /goooalll/. Repeat five times alternating between teacher and students. CFU: Select five random students say /goooalll/. Teacher says the word /goal/. Students say the word /goal/. Teacher Note: Method of Delivery

Wheel of FUN 2050 Activity 1 Activity 2 Activity 3 Activity 4
used number 2050 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)

We will read long o words.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.) Learning Objective Declare the Objective We will read long o words. What will we read? We will read _______. Concept Development 1 What is the name of this letter? The name of this letter is _____. What sound does the long o make? The long o makes the ______. Is the long o in this word? Checking for Understanding Long o words say their letter name. ocean Long o Not long o ox Skill Development & Guided Practice 1 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. For this activity, students are recognising the long o sound at the beginning of a word. 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: o, long o sound, oval) Teacher Note: Method of Delivery

hot stop mow goal Not long o Long o says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.) Concept Development 2 Long o has different spellings: oa: it is usually in the beginning or middle of a word. oe: it is usually at the end of a word. o_e: it is usually found at the beginning or middle of a word. ow: It is usually at the end of a word. Positional Frequency Long o says its letter name. The long o can have different spellings. Long o oa oe o_e ow Is the long o in this word? Checking for Understanding mow goal Not long o hot stop

Does the word have a long o spelling?
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o 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. Skill Development & Guided Practice Does the word have a long o spelling? 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? Remind the students that th makes one sound. Look at the word. Does it have a long o spelling? (Remind students of the long o spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long o sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as cooode, thrrroooat, sssnnnooow, ooobooe. 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 oa oe o_e ow Long o

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.)
Skill Development & Guided Practice Look at the sentences. Read the sentence using the long o spellings 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 oa oe o_e ow Long o

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.)
Skill Development & Guided Practice Read Rose Rode. Read the story using the long o spellings 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 oa oe o_e ow Long o

We will write words. 1 Trace1 the word. 2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write words.) Learning Objective We will write 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 Handwriting Workbook p. 40 1 draw over Definitions

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

when where When will you leave? Where is my lunch?
Block 4: High-Frequency Words & Voc. Development (Review) 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 when a high-frequency word? When is a high-frequency word because____. Why is where a high-frequency word? Where 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 when When will you leave? where Where is my lunch? 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 4: High-Frequency Words & Voc. Development (Review)
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. 11

when where ask does Where are my shoes? When does the show start?
Block 4: High-Frequency Words & Voc. Development (Review) 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. when where ask does Read the sentences. Where are my shoes? When does the show start? Please ask her to sit.

Story Vocabulary Solving Math Problems
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. Story Vocabulary 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?

Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Activity Rotational Activity 2 Teacher Guided: Read and write words Rotational Activity 3 Colour write high-frequency words Rotational Activity 4 Teacher Guided: Write and draw an event and a character 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: Teacher/assistant says the word. Then, students write the long vowel: i, o or u. When finished, students can practise writing their names. Words: mule, bike, rose, cute, bone, stripe 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 vowel 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 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.

Block 6: CAP/ Reading Comprehension (Identify the setting. )
Learning Objective The setting is where the story takes place. Remember the Concept We will identify the setting of a story. Periodic Review 2 1. Ms Yang’s class is learning about animals. 2. The class went to the zoo. 3. They saw lions and giraffes. 4. Ms Yang got to feed the birds words Is the setting of the story the class or the zoo. How do you know? I know the zoo is the setting because that is where the story takes place. Extended Thinking After listening to Put Me in the Zoo by Robert Lopshire, have students describe1 the setting of the story. (4:14 minutes) 1 tell about Definitions

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? 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 The Truth About Penguins (2010) by Meg McKinlay, Walker Books Australia Bilby Secrets (2015) by Edel Wignel, Candlewick How I Became a Pirate (2003) by Melinda Long, Harcourt Children’s Books Extra list of books: Imaginative Text: 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? Informative Text: Name a fact from the text. 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?

Kangaroos hop. Dingoes run fast. Wombats eat grass. live in forest.
Block 7: Grammar (Identify simple sentences.) Learning Objective A simple sentence must have a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Remember the Concept We will identify simple sentences. Periodic Review 3 1 Wombats eat grass. yes/no 2 live in forest. 3 Wombat. Extended Thinking Put the subject and verb together in a simple sentence. Use all the words. 1 hop Kangaroos 2 Dingoes fast run Kangaroos hop. Dingoes run fast.

Tell me something about the long o.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the long o. Retell what happened in the story we read today. What are simple sentences? Use the high-frequency words where and when in a sentence.

Year One - Term 1, Day 41 Review Click here for the pacing calendar:

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Year One - Term 1, Day 41 Review Click here for the pacing calendar:

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