Year One - Term 1, Day 13 Character Study.

Year One - Term 1, Day 13 Character Study

My name is Engagement Norms Block 1: Opening Activity: Name Song
Use “If you’re happy and you know it” melody to sing: If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up. Activity: Name Song Engagement Norms Name Game My name is Teacher says the name of a student three times. Students repeat the name three times. Teacher asks students to stand up, and repeat “My name is______.” Teacher asks the rest of the students to say the name. Note: Select five different students per day to do this activity. Teacher Note: Method of Delivery Name Game CFU Tell your partner your name. My name is __________.

We will read the alphabet.
Block 1: Opening Learning Objective Declare the Objective We will read the alphabet. What will we read? We will read the _______. 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. 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

rain snail mail wait play hay clay May Long a Long a Spelling – ai
Block 1: Opening Daily Review Click here to hear the sounds. Long a Long a Spelling – ai Long a Spelling – ay rain snail mail wait play hay clay May Skill Development & Guided Practice Review the long a sound and spelling. This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times Say the name of the letter. Teacher points to the letter. (Teacher then students. Pair-Share and call on non-volunteers) Say the sound of the letter (insert the long a sound). (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: a, long a sound, ape) Review the long a has different spellings ai and ay. Explain to the students the long a spelling ai is usually found in the middle of a word and the spelling ay is found at the end. Alternate between teacher and student five times saying the long a sound and reading the words. For example, read train by using smooth blending trrraaainnn. Teacher Note: Method of Delivery

say him her see like a to and High-Frequency Words Block 1: Opening
Daily Review High-Frequency Words say him her see like a to and 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

What are some of the sounds you hear?
Block 2: Phonemic Awareness (Blend sounds to make words.) Learning Objective Declare the Objective We will blend sounds. What will we do to words? We will ________ words. Activate/Provide Prior Knowledge Students, you already know letters make sounds. Words are made of sounds and when we put the sounds together, we are blending . Now, we will blend sounds to make words. Make the Connection What are some of the sounds you hear? Point to the picture and say the word. Ask students to repeat the word. Stretch the word out so that students can hear the different sounds. For example say, “hhhaaay.” Ask students to point out the sounds they hear. (Pair-Share then call on non-volunteers.) Teacher Note: Method of Delivery hay bake

To blend is to put sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Concept Development Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note To blend is to put sounds together to make a word. Which picture matched the blended word –{plllaaannne]? “____” matches the blended word. ” A B In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding Blending aaape ape plllaaay play chaaainnn chain

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. paaay pay mmmaaailll mail taaape tape Click to see the picture for the blended word. Teacher points to picture and says /pay/. Teacher stretches out the word /paaay/. Teacher says, “Take a breath before we blend.” Students stretch out the word / paaay/. Repeat five times alternating between teacher and students. CFU: Select five random students say / paaay/. Teacher says the word /pay/. Students say the word /pay/. Teacher Note: Method of Delivery

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. klllaaay clay sssnnnaaailll snail plllaaate plate Click to see the picture for the blended word. Teacher points to picture and says /clay/. Teacher stretches out the word /klllaaay/. Teacher says, “Take a breath before we blend.” Students stretch out the word /klllaaay/. Repeat five times alternating between teacher and students. CFU: Select five random students say /klllaaay/. Teacher says the word /clay/. Students say the word /clay/. Teacher Note: Method of Delivery

Sing Head, Shoulders, Knees and Toes
used number 1840 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Sing ABC Song (Teacher sings along with students. Refer to alphabet song.) Activity 2 Teacher Says (This activity is the same as Simon Says except use teacher.) Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Sing Head, Shoulders, Knees and Toes (Lead students in singing song.) Activity 5 Play the Hokey Pokey (Lead students in singing and dancing to the song.) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will read long a words.
Block 3: Phonics/Letter Formation/Spelling (Read long a words.) Learning Objective Declare the Objective We will read long a words. What will we read? We will read _______. Concept Development 1 Long A I am long A and I like to play! I run all day, then sit by a bay. When I pair with “i” I can make chain or rain. Put the “e” on the end, and I say my name! Activity: Letter Chant Long a says its letter name. What is the name of this letter? The name of this letter is _____. What sound does the long a make? The long a makes the ______. Is the long a in this word? Checking for Understanding Long a Not long a ant 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 a 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 (insert long a sound). (Alternate between teacher then students five times; 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: a, long a sound, ape) Teacher Note: Method of Delivery apron

sack lake Long a says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Read long a words.) Concept Development 2 Explain to the students that the “magic or bossy e” makes the vowel have a long sound or shout out its name. Teacher Note Long a says its letter name. The long a can have different spellings. Explain to the students that the spelling of long a with the silent e after a consonant can be found at the beginning or middle of a word (ape, cake). Positional Frequency Click here to hear the sounds. What is the name of this letter? The name of this letter is _____. What sound does the long a make? The long a makes the ______. Is the long a in this word? Checking for Understanding Long a - Spelling a_e Not long a sack lake

Does the word have a long a spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long a words.) Skill Development & Guided Practice Does the word have a long a spelling? rake Look at the word. Does it have a long a spelling? (Remind students that the long a spelling with a_e is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long a 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 mmmaaake, baaake, paaak, rrraaake. Remind students that the a_e says the long a sound /ay/. 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

Block 3: Phonics/Letter Formation/Spelling (Read long a words.) Skill Development & Guided Practice Does the word have a long a spelling? lamp Look at the word. Does it have a long a spelling? (Remind students that the long a spelling with a_e is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long a 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 nnnaaammme, gaaammme, ffflllaaammme, lllaaammmp. Remind students that the a_e says the long a sound /ay/. 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

Block 3: Phonics/Letter Formation/Spelling (Read long a words.) Skill Development & Guided Practice Does the word have a long a spelling? plate Look at the word. Does it have a long a spelling? (Remind students that the long a spelling with a_e is usually at the beginning or middle of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long a 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 sssaaannnd, gaaate, ssskaaate, plllaaate. Remind students that the a_e says the long a sound /ay/. 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

2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write long a words.) Learning Objective 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. 13 The dark purple dot indicates where to start. A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note 1 draw over Definitions

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

We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Concept Development Why is by a high-frequency word? By 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. 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 The dog is by the food, to emphasise the meaning of a high-frequency word. Teacher Note

Read each high-frequency word three times.
Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding Read each high-frequency word three times. Read the sentences.

Illustration and Verb Lessons Vocabulary:
Block 4: High-Frequency Words & Voc. Development Illustration and Verb Lessons Vocabulary: Describe means to tell about. (character lesson) Identify means to find. 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

Teacher Guided: Phonics activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics activity Rotational Activity 2 Teacher Guided: Write and draw about your favourite person Rotational Activity 3 Colour Write High-Frequency Words Rotational Activity 4 Read and sort long a patterned words 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 match the pictures with the same rhyme by drawing a line. When finished, students can practise writing their names. Materials: Print out this slide and give a pencil and crayons to each student. Directions: Tell the students to write one or more sentences about their favourite person. Please have them start with the sentence frame “I like _____.” Then, have the students draw the person. If they are able to write additional sentences about their favourite person, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students. Materials: Print out this slide and give each student red, blue, green and purple 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 ai, ay and a_e. Directions: Students will sort long a patterned words into three baskets that are labeled ai, ay and a_e.

We will describe characters using illustrations.
Block 6: CAP/ Reading Comprehension (Describe characters using illustrations.) Learning Objective What will we describe? We will describe________ Declare the Objective We will describe characters using illustrations. Concept Development Which illustration would describe happy kids? How do you know? A. B. Checking for Understanding Illustrations are the pictures in a story. An illustration adds more details about characters. Describe a Character using Illustrations Farmer Joe 1. My Uncle Joe is a farmer. 2. He lives on a farm. 3. Joe feeds the animals every morning words This slide is a duplicate of the previous day. This slide is used to review and reinforce the concept. Teacher Note Not a detail from the illustration:

1. It was a rainy day. 2. Jakob was waiting for the school bus.
Block 6: CAP/ Reading Comprehension (Describe characters using illustrations.) Skill Development & Guided Practice Illustrations are the pictures in a story. An illustration adds more details about characters. 1 Read the story and look at the illustration. 2 Use the illustration to describe the character. (circle yes/no) Describe characters using illustrations. 2 How did I/you describe the character using the illustration? Checking for Understanding Rainy Day 1. It was a rainy day. 2. Jakob was waiting for the school bus. 3. It was running late. 4. Jakob is cold words 1 Jakob has a soccer ball. yes/no 2 Jakob is standing in the rain. 3 Jakob is mad. 4 Jakob is cold. Explain why the detail Jakob is cold does not describe the character from the illustration? Explain why the detail Jakob is mad does describe the character from the illustration? Application

The pigs are flying in the air. The pigs look scared.
Block 6: CAP/ Reading Comprehension (Describe characters using illustrations.) Relevance Illustrations are the pictures in a story. An illustration adds more details about characters. 1 Describing characters using illustrations will help you understand what is happening in a story. Using the illustration, we can describe the characters from The Three Little Pigs. The pigs are flying in the air. The pigs look scared. Does anyone else have another reason why it is relevant to describe characters using illustrations?(Pair-Share) Why is it relevant to describe characters using illustrations? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding

Humpty Dumpty has on pants. yes/no
Block 6: CAP/ Reading Comprehension (Describe characters using illustrations.) Skill Closure Illustrations are the pictures in a story. An illustration adds more details about characters. Remember the Concept 1 Read the story and look at the illustration. 2 Use the illustration to describe the character. (circle yes/no) Describe characters using illustrations. Humpty Dumpty 1. Humpty Dumpty sat on a wall. 2. He was sitting on the wall singing. 3. He was singing so loud that he fell words 1 Humpty Dumpty has on pants. yes/no 2 Humpty Dumpty is singing. 3 Humpty Dumpty is scared. Extended Thinking Why is Humpty Dumpty described as scared? Humpty Dumpty is described as scared because ___________________________. of the way his face looks in the illustration. Summary Closure What did you learn today about describing characters using illustrations? (Pair-Share)

They listen to the teacher.
Block 7: Grammar (Identify verbs.) Learning Objective What will we identify? We will identify________ Declare the Objective We will identify verbs. Concept Development More verbs: jump, talk, swim, eat, drink, swing, slide, skip, draw, write, read, hop, colour, work, make, dance, listen More Verbs A verb is an action word. A verb shows what someone or something is doing. Which is a verb? How do you know? A. eat B. cat In your own words, what is a verb? A verb is __________. Checking for Understanding Verbs ran Mia ran fast. listen They listen to the teacher. Not a verb dog, playground, ball

1 2 Kangaroos hop in the outback. A kangaroos B hop C outback
Block 7: Grammar (Identify verbs.) Skill Development & Guided Practice A verb is an action word. A verb shows what someone or something is doing. 1 Read the sentence. 2 Identify the verb. (write A, B or C on whiteboard) 3 Explain your answer. “_____ is a verb because _______.” Identify verbs. 2 How did I/you identify which underlined word is a verb? Checking for Understanding 1 Kangaroos hop in the outback. A kangaroos B hop C outback 2 A koala sleeps high up in a tree. A sleeps B koala C tree

3 4 We eat cereal and milk for breakfast. A eat B cereal C milk
Block 7: Grammar (Identify verbs.) Skill Development & Guided Practice A verb is an action word. A verb shows what someone or something is doing. 1 Read the sentence. 2 Identify the verb. (write A, B or C on whiteboard) 3 Explain your answer. “_____ is a verb because _______.” Identify verbs. 2 How did I/you identify which underlined word is a verb? Checking for Understanding 3 We eat cereal and milk for breakfast. A eat B cereal C milk 4 Isaac and his mum drove to the market. A mum B market C drove

The girl painted a picture.
Block 7: Grammar (Identify verbs.) Relevance A verb is an action word. A verb shows what someone or something is doing. 1 Identifying verbs will help you write complete sentences. The girl painted a picture. Does anyone else have another reason why it is relevant to identify verbs?(Pair-Share) Why is it relevant to identify verbs? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding

1 2 My dog sleeps on my bed. A dog B bed C sleeps
Block 6: CAP/ Reading Comprehension (Describe characters using illustrations.) Skill Closure A verb is an action word. A verb shows what someone or something is doing. Remember the Concept 1 Read the sentence. 2 Identify the verb. (write A, B or C on whiteboard) 3 Explain your answer. “_____ is a verb because _______.” Identify verbs. 1 My dog sleeps on my bed. A dog B bed C sleeps 2 Saltwater crocodiles hide in water. A crocodiles B hide C water Extended Thinking Why are dog and bed not verbs? Dog and bed are not verbs because ___________________________. they don’t show what someone or something is doing. Summary Closure What did you learn today about identifying verbs? (Pair-Share)

Tell me something about the long a. Name a verb (action word).
Block 7: Closing Provide sentence frames, if appropriate. (Example, _____ is a verb because ____.) Teacher Note Tell me something about the long a. Name a verb (action word). Use the high-frequency word by in a sentence.

Year One - Term 1, Day 13 Character Study.

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