Year One - Term 1, Day 40 Imaginative Text Review.

Year One - Term 1, Day 40 Imaginative Text Review

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

ask in her him say by when where what does how who
Block 1: Opening Daily Review High-Frequency Words ask in her him say by when where what does how who 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

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 ____.”

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

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 Declare the Objective We will recognise rhyming words. What will we recognise? We will recognise________. Concept Development Do cube and lube rhyme? Cube and lube rhyme because _______. Why do cube and mule not rhyme? Cube and mule do not rhyme because ________. Checking for Understanding Rhyming words have the same ending sound. Rhyming words 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? cube tube Not rhyming words tune cube

Solving Math Problems Solving Math Problems
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. Guided Practice This series of words should be reread with each picture. For example, cute, mute, flute and then, cute, mute, stew. Teacher Note Rhyming words have the same ending sound. 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 [cute, mute] flute stew 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? [grew, clue] threw few

Solving Math Problems Solving Math Problems
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. Guided Practice Rhyming words have the same ending sound. 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 [true, blue] glue clue 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 2: Phonemic Awareness (Blend words.)
Learning Objective What will we blend? We will ________ words. Declare the Objective We will blend words. Which picture matches the blended word -{mmmuuute}? “_____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 cute cuuute tube tuuube stew sssteeew

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. Skill Development & Guided Practice Blend sounds together to make a word. 1 2 llluuube mmmuuute 3 fffllleeew – flew crrreeew – crew 4 5 mmmuuussse – muse trrruuue – true 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? Click to see the picture for the blended word. Teacher points to picture and says /lube/. Teacher stretches out the word /llluuube/. Teacher says, “Take a breath before we blend.” Students stretch out the word /llluuube/. Repeat five times alternating between teacher and students. CFU: Select five random students say /llluuube/. Teacher says the word /lube/. Students say the word /lube/. 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)

up unicorn Some long u words say its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading 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 What will we read? We will read _______. Declare the Objective We will read long u words. Concept Development 1 What is the name of this letter? The name of this letter is _____. What sound does the long u make? The long u makes the ______. Is the long u in this word? Checking for Understanding Some long u words say its letter name. up Long u Not long u unicorn 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? 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. For this activity, students are recognising the long u 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: u, long u sound, uniform) Teacher Note: Method of Delivery

few Not long u hug sun Some long u words say its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading 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. Concept Development 2 Explain to the students a long u spelling is generally said as a long u sound when it comes after the following consonant sounds: m, k, f, b, v and h. Teacher Note Some long u words say its letter name. Some long u words are spelled u_e, ue and ew. Long u has different spellings: u_e: It is usually in the beginning or middle of a word. ue: It is usually at the end of a word. ew: It is usually at the end of a word. Positional Frequency Click here to hear the sounds. few What is the name of this letter? The name of this letter is _____. What sound does the long u make? The long u makes the ______. Is the long u in this word? Checking for Understanding Long u - Spelling u_e ue ew 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? When a vowel makes a long sound, it’s the same sound as its name. When two vowels go walking, the first one does the talking. cute Not long u hug sun mule

cube mud Not the /oo/ sound Long u also makes the /oo/ sound.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound 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. Concept Development 3 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 Long u also makes the /oo/ sound. Long u words that say /oo/ can be spelled u_e, ue and ew. Long u with the /oo/ sound has different spellings: u_e: It is usually in the middle of a word. ue: It is usually at the end of a word. ew: It is usually at the end of a word. Positional Frequency The /oo/ sound u_e ue ew Click here to hear the sounds. 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 have 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? When a vowel makes a long sound, it’s the same sound as its name. When two vowels go walking, the first one does the talking. Not the /oo/ sound cube mud tuba unicorn

Does the word have a long u spelling?
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound 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 u 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? Explain to the students muse is someone who helps someone paint, write or make music. Look at the word. Does it have a long u spelling? (Remind students that the long u spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long u 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 mmmuuussse, ssskeeew, cuuue, hhhuuge. Remind students that that theses spellings say the long u sound. 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 Long u spellings

Does the word have a long u spelling with the /oo/ sound?
Block 3: Phonics/Letter Formation/Spelling (Review of Reading 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 with the /oo/ sound has different spellings and describe their positional frequencies. 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 rrrruuude, prrruuunnne, mmmuuullle, fffeeew. Remind students that some spellings 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 Long u (m, k, f, b, v and h) and /oo/ sound

ue ew u_e Solving Math Problems
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound 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 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 Long u (m, k, f, b, v and h) and /oo/ sound Read the sentences. Read the story using the long u and /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

ue ew u_e Solving Math Problems
Block 3: Phonics/Letter Formation/Spelling (Review reading long u and /oo/ sound 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 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 Long u (m, k, f, b, v and h) and /oo/ sound Read The Mule and His Flute. Read the story using the long u and /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

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. 39 1 draw over Definitions

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 pp 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?

ask in She will ask to play soccer. He is reading in bed.
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 ask a high-frequency word? Ask is a high-frequency word because____. 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 ask She will ask to play soccer. in He is reading in bed. 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
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

ask in her what What did you ask her?
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. ask in her what Read the sentences. What did you ask her? Who is the tallest in the classroom? The flute is in your room.

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?

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

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?

4 6 We will describe the plot of a story. Problem Solution
Block 6: CAP/ Reading Comprehension (Describe the plot of a story.) Learning Objective A plot is the events in a story. The plot has a problem: an event the character needs to fix. The plot has a solution: how the problem is fixed. Remember the Concept We will describe the plot of a story. Periodic Review 1 1 Read the story. Listen for events that need to be fixed. a Identify the problem. (write sentence number) b Identify the solution. (write sentence number) 2 Describe the plot. “The plot of the story is ____________________.” Describe the plot of a story. The Missing Blanket 1. Flynn was getting ready for bed. 2. He brushed his teeth and put on his pyjamas. 3. He got into bed. 4. Flynn saw his blanket was missing. 5. He looked everywhere. 6. Flynn finally looked under his bed. 7. His blanket was there. 38 words Problem Solution 4 6 Extended Thinking Why is “Flynn finally looked under his bed” the solution? Why is “He got into bed” not the problem?

We will identify simple sentences.
Block 7: Grammar (Identify simple sentences.) Learning Objective Declare the Objective We will identify simple sentences. What will we identify? We will identify _______. Grammar Workbook p. 9 Refer to the spelling workbook for daily activity. Teacher Note

Tell me something about the long u.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the long u. Retell what happened in the story we read today. Name a character. Name the setting. Use the high-frequency words ask and in in a sentence.

Year One - Term 1, Day 40 Imaginative Text Review.

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Year One - Term 1, Day 40 Imaginative Text Review.

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