Character Study Review

Character Study Review
Year One - Term 1, Day 15 Character Study Review

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 paid tail plain lay say tray day cake gate flame plane Long a
Block 1: Opening Daily Review Click here to hear the sounds. Long a Long a Spelling – ai Long a Spelling – ay Long a Spelling – a_e rain paid tail plain lay say tray day cake gate flame plane 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, ay and a_e. 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. The spelling a_e is found in the beginning or middle of a word. 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

Block 1: Opening Daily Review 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 recognise rhyming words.
Block 2: Phonemic Awareness (Review recognise rhyming words.) Learning Objective Declare the Objective We will recognise rhyming words. What will we recognise? We will recognise _______. Concept Development Do brain and chain rhyme? Brain and chain rhyme because _______. Why do rain and hay not rhyme? Rain and hay do not rhyme because ________. Checking for Understanding Rhyming words have the same ending sound. Rhyming words rain train brain Not rhyming words train mail

Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review recognise rhyming words.) Guided Practice This series of words should be reread with each picture. For example, jail, mail, pail and then, jail, mail, play. 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 [jail, mail] pail play [say, clay] pay tape

Rhyming words have the same ending sound.
Block 2: Phonemic Awareness (Review recognise rhyming words.) 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 [gate, plate] cake skate

We will blend sounds to make words.
Block 2: Phonemic Awareness (Review blending sounds to make words.) Learning Objective Declare the Objective We will blend sounds to make words. What will we blend? We will blend ________. 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. Blending Which picture matched the blended word –{sssnnnaaailll]? “____” matches the blended word. ” A B In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding hhhaaay hay rrraaainnn rain chchchaaainnn chain

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blending sounds to make words.) Guided Practice Blend sounds together to make a word. baaake bake trrraaay tray kaaape kape Click to see the picture for the blended word. Teacher points to picture and says /bake/. Teacher stretches out the word / baaake/. Teacher says, “Take a breath before we blend.” Students stretch out the word / baaake /. Repeat five times alternating between teacher and students. CFU: Select five random students say / baaake /. Teacher says the word /bake/. Students say the word /bake/. Teacher Note: Method of Delivery

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

Sing Head, Shoulders, Knees and Toes
used number 1900 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)

angelfish ape ant We will read long a words. acorn apple
Block 3: Phonics/Letter Formation/Spelling (Review reading 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. 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 /ay/ Not long a angelfish ape ant Skill Development/Guided Practice 1 acorn 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 apple

Long a says its letter name. The long a can have different spellings.
Block 3: Phonics/Letter Formation/Spelling (Review reading long a words.) Concept Development 2 Long a has different spellings: ai: It is usually in the middle of the word. ay: It is usually at the end of a word. a_e: The long a with the silent e after a consonant can be found at the beginning or middle of a word. Positional Frequency Long a says its letter name. The long a can have different spellings. 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 ai ay a_e bat jail Not long a sad tap For more long a activities, please refer to the following website: Teacher Note

Does the word have a long a spelling?
Block 3: Phonics/Letter Formation/Spelling (Review reading long a words.) Skill Development & Guided Practice case Does the word have a long a spelling? Look at the word. Does it have a long a spelling? (Remind students of the long a spellings and their positional frequencies. 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 ssssaaailll, hhhaaat, trrraaade, kaaassse. 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 ai ay a_e Long a spellings

Does the word have a long a spelling?
Block 3: Phonics/Letter Formation/Spelling (Review reading long a words.) Skill Development & Guided Practice fray Does the word have a long a spelling? Look at the word. Does it have a long a spelling? (Remind students of the long a spellings and their positional frequencies. 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 baaalll, ssskaaallle, trrraaailll, fffrrraaay. 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 ai ay a_e Long a spellings

Block 3: Phonics/Letter Formation/Spelling (Review reading long a words.)
Skill Development & Guided Practice 1. 2. ai ay a_e Long a spellings Look at the silly sentences. Read the sentence using the long a 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

2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Review writing 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. 15 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 pp Refer to the spelling workbook for daily activity. Teacher Note

say by She is by the bed. Say goodbye to the teacher.
Block 4: High-Frequency Words & Voc. Development (Review) Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Concept Development Why is say a high-frequency word? Say is a high-frequency word because____. 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. High-Frequency Words Sentences say by She is by the bed. Say goodbye to the teacher. 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 cat is by the dog, to emphasise the meaning of a high-frequency word. Teacher Note

Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice High-Frequency Words p. 8

They say to walk by the bay.
Block 4: High-Frequency Words & Voc. Development (Review) Guided Practice Checking for Understanding Read the sentences. Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Sit by him! Say goodbye to her. They say to walk by the bay.

Illustration and Verb Lessons Vocabulary:
Block 4: High-Frequency Words & Voc. Development 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 Illustration and Verb Lessons Vocabulary: Describe means to tell about. Honest means not to lie, cheat or steal. Identify means to find.

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

We will describe1 characters.
Block 6: CAP/ Reading Comprehension (Describe characters.) Learning Objective What will we describe? We will describe________ What does describe mean? Describe means __________. Declare the Objective We will describe1 characters. Activate/Provide Prior Knowledge Students, your already know how to tell what a character looks like. Now, we will describe characters in a story.  Make the Connection A character is a person or animal in the story. Characters talk or do something in a story. Big Cheese 1. Arty was an ant from Hill City. 2. One day, he crawled on top of the table. 3. Arty found a big piece of cheese! words Circle Arty. How did you know which picture was Arty? 1 tell about Definitions

Block 6: CAP/ Reading Comprehension (Describe characters.)
Concept Development Does the sentence “Lucy has brown hair,” show that Lucy is honest? yes/no How do you know? Does the sentence “Lucy returned a backpack to the lost and found,” show that Lucy is honest? yes/no How do you know? What does it mean to describe a character? To describe a character means to _______. Checking for Understanding To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest2, etc. Describe a Character Playground 1. Lucy found money on the school playground. 2. She didn’t know who owned the money. 3. She took the money to her teacher words Describe Lucy: 2 does not lie, cheat or steal Definitions

Jacob is: A loud B lazy C bossy Jacob
Block 6: CAP/ Reading Comprehension (Describe characters.) Skill Development & Guided Practice To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. 1 Read the story. 2 Identify3 what the character does. 3 Describe the character. (write A, B, or C on whiteboards) Describe characters. 3 How did I/you describe the character? Checking for Understanding Jacob 1. Jacob is the biggest kid in Year One. 2. At recess, Jacob always chooses what we play. 3. Jacob tells me where to sit at lunch. 4. Sometimes he takes my food without asking words What details in the text help you describe the character? T: ____________________________________________ ______________________________________________ S: ____________________________________________ Application Jacob always chooses what the kids play. Jacob is: A loud B lazy C bossy Answers should be supported by the passage. 3 find Definitions

Olivia is: A mean B lazy C shy Olivia
Block 6: CAP/ Reading Comprehension (Describe characters.) Skill Development & Guided Practice To describe characters is to tell what they are like. What characters do in a story tells what they are like: helpful, friendly, honest, etc. 1 Read the story. 2 Identify what the character does. 3 Describe the character. (write A, B, or C on whiteboards) Describe characters. 3 How did I/you describe the character? Checking for Understanding Olivia 1. Olivia is in Year One. 2. She never does her chores. 3. She doesn’t clean her room. 4. She never helps wash the dishes. 5. Olivia never helps her mum cook dinner words What details in the text help you describe the character? T: ____________________________________________ ______________________________________________ S: ____________________________________________ Application Olivia never does her chores. Olivia is: A mean B lazy C shy Answers should be supported by the passage.

We will describe characters using illustrations.
Block 6: CAP/Reading Comprehension (Review describing characters using illustrations.) Learning Objective Illustrations are the pictures in a story. An illustration adds more details about characters. Remember the Concept We will describe characters using illustrations. Periodic Review 1 The Cook 1. The cook made soup today. 2. It did not smell good. 3. It did not taste good. 4. It was horrible. 18 words 1 The cook has purple hair. yes/no 2 The soup did not taste good. 3 The kids wear blue uniforms. 4 The cook looks mad. Extended Thinking What else can you tell me about the characters in the illustration?

They talk every day on the phone.
Block 7: Grammar (Review identify verbs.) Learning Objective A verb is an action word. A verb shows what someone or something is doing. Remember the Concept We will identify verbs. Periodic Review 1 Circle the verb in the sentence. 1 The dog barks at the cat. 2 Kim ran down the street. 3 He plays video games. 4 They talk every day on the phone. Extended Thinking Circle the verbs in the text about Koalas. Koalas Koalas live in Australia. Koalas eat leaves. Koalas climb trees.

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

Character Study Review

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