1. Pre-Prep - Term 1
Week 6, Hour 2
Storytelling

2. 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 __________.

3. 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 _______.
Teacher Note
Refer to posted alphabet.
Concept Development
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
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.
Teacher Note: Method of Delivery
Checking for Understanding
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 ____.”

4. Today is ________________.
Block 1: Opening
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

5. Letter Name and Sound Review
Block 1: Opening
Daily Review
Letter Name and Sound Review
Click here to hear the letter sound.
Skill Development & Guided Practice
Repeat the steps in order multiple times. This pattern of saying the letter name, sound and word should be repeated several 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. (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: T, /t/, tiger)
Teacher Note: Method of Delivery

6. Block 1: Opening Daily Review Skill Development & Guided Practice
• Teacher pre-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

7. We will identify1 rhyming words.
Block 2: Phonemic Awareness & Phonics
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 identify1 rhyming words.
What will we identify?
We will identify _______.
What does identify mean?
Identify means _________.
Activate/Provide Prior Knowledge 
Make the Connection
Students, these two pictures have the same sound at the end. We call words that have the same ending sound rhyming words. Now, we will recognise rhyming words.
Say the name of the picture.
Say the names of the pictures and then have students say them with you.
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?
fit
sit
Definitions
1 listen for

8. Rhyming words have the same ending sound.
Block 2: Phonemic Awareness & Phonics
Concept Development
Do kit and sit rhyme? Kit and sit rhyme because _______.
Why do fit and cat not rhyme? Fit and cat do not rhyme because ________.
In your own words, what are rhyming words?
Rhyming words have _________.
Checking for Understanding
Rhyming words have the same ending sound.
Rhyming words
fit
kit
sit
Not rhyming words
fit
dig

9. Solving Math Problems Solving Math Problems
Block 2: Phonemic Awareness & Phonics
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
sit
fit
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?
tin
hit
Repeat the steps in order multiple times. Teacher selects one combination from the slide that rhymes (Make sure to select a combination that does not rhyme.)
Combinations: : sit/fit; sit/tin; sit/hit; fit/sit; fit/tin, fit/hit, fit/hit; hit/sit, hit/fit, hit/tin
Teacher says: Listen to these words _____ and ______.
Alternate saying the words between teacher and students five times.
Do the words rhyme? (Pair-Share, call on multiple non-volunteers, and use / whiteboards.)
Teacher Note: Method of Delivery

10. Sing Head, Shoulders, Knees and Toes
used number
1925
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
Teacher Choice
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)

11. We will read the letter i.
Block 3: Phonics/Letter Formation (Read the letter i.)
Learning Objective
Declare the Objective
We will read the letter i.
What will we read?
We will read the _______.
Click here to hear the letter sounds.
Activate/Provide Prior Knowledge 
Make the Connection
Say the name of the picture.
Students, all words are made from different letters and sounds. One of the letters and sounds in insect is i and it makes the short i sound. Today, we will read the letter i.

12. i short i insect All letters have a name and sound.
Block 3: Phonics/Letter Formation (Read the letter i.)
Concept Development
Use “Three Blind Mice” melody to sing:
I says (insert short i sound)
Every letter makes i sound
Activity: Letter Chant
All letters have a name and sound.
When we read the letter, we say its sound.
i short i
insect
At this point in the program, please do not review the concept of beginning or ending sounds. Students are only expected to recognise that the short i sound is found in words.
Teacher Note
Checking for Understanding
What is the name of this letter?
The name of this letter is _____.
What sound does the letter i make?
The letter i makes the ______.
Is the letter i in this word? /
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.
Say the name of the letter. Teacher points to the letter i. (Teacher then students. Pair-Share and call on non-volunteers)
Say the short i sound (insert short i sound). (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the insect. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: i, short i, insect)
Teacher Note: Method of Delivery

13. Is the letter i in the word?
Block 3: Phonics/Letter Formation (Read the letter i.)
Skill Development & Guided Practice
Is the letter i in the word?
Practise reading the letter i by alternating between teacher and students five times.
Is the letter i in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short i sound (insert short i sound). (Teacher then students; alternate between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word; 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

14. Is the letter i in the word?
Block 3: Phonics/Letter Formation (Read the letter i.)
Skill Development & Guided Practice
Is the letter i in the word?
Practise reading the letter i by alternating between teacher and students five times.
Is the letter i in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short i sound (insert short i sound). (Teacher then students; alternate between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher segments and blends the sounds to read the word; 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

15. Icky stopped to talk to an insect named Iggy.
Block 2: Phonemic Awareness & Phonics
Short Story
For nursery rhymes, please refer to
Teacher will read “Icky Sticky Inchworm” and students will track. l
Teacher Note
“Icky Sticky Inchworm"
Icky Sticky Inchworm
inched down a leaf.
Icky stopped to talk to an insect named Iggy.
Iggy insect and Icky Sticky Inchworm inched their way down the leaf.
Icky and Iggy stopped to invite an ant up for tea.

16. Sing Head, Shoulders, Knees and Toes
used number
1925
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
Teacher Choice
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)

17. We will read high-frequency words.
Block 3: High-Frequency Words & Voc. Development
Solving Math Problems
1 Determine what the question is asking.
2 Determine the math concept required.
3 Determine relevant information.
4 Solve the problem, then interpret the answer.
5 Check the reasonableness of your answer.
Learning Objective
Declare the Objective
What will we read?
We will read _______.
We will read high-frequency words.
Activate/Provide Prior Knowledge 
Make the Connection
Students, the words in these sentences are words that we use a lot when speaking, reading and writing. Now, we will read these high-frequency words.
Track and read the sentence with me.
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?
dog
cat

18. A high-frequency word is used more than other words.
Block 3: 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.
To the tune of “farmer in the dell”
T-h-e spells “the”
The, the, the, the, the
Activity: High Frequency Chant
Concept Development
A high-frequency word is used more than other words.
Why is the a high-frequency word? The is a high-frequency word because____.
Why is I a high-frequency word? I is a high-frequency word because____.
What is a high-frequency word?
A high-frequency word is _________.
Checking for Understanding
toys
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 I see the dog, to emphasise the meaning of a high-frequency word.
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?
book
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
Checking for Understanding
Skill Development & Guided Practice
Read the high-frequency word three times.
Read the sentences three times.
Use sentences above.

19. library classroom We will read places around school words.
Block 3: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read places around school words.
What will we read?
We will read _______.
Conceder taking a trip to the library.
The purpose of this activity is for students to learn about their environment not to read the words.
Teacher reads the vocabulary word first. Then, read the word, alternating between teacher and student five times.
Teacher Note
Concept Development
There are different places around school.
classroom
A classroom is where students learn.
library
A library is where students go to read and check out books.
Point to a vocabulary word and ask: What is this place?
This is the _________.
What do students do in a classroom?
In a classroom, students ________.
What do students do in a library?
In a library, students ___________.
Checking for Understanding
Skill Development & Guided Practice
Ask five students per question:
What do students do in a classroom? What do students do in a library? (Pair-Share and call on non-volunteers)
Name a place around school and tell me what we do there. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

20. Sing Head, Shoulders, Knees and Toes
used number
1810
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Teacher Choice
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)

21. Teacher Guided: Fine Motor Skills Writing Handbook p. 10
Block 4: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Fine Motor Skills Writing Handbook p. 10
Rotational Activity 2
Teacher Guided: Read and write high-frequency words
Rotational Activity 3
Fine Motor Skills: Use coloured playdough
Rotational Activity 4
Teacher Guided: Phonemic awareness rhyme time
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials:
Give each student a page from the Handwriting Workbook (p. 10) and a pencil.
Directions:
Show students how to hold a pencil. Model the directions stated in the workbook.
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 high-frequency words I like the ___. Then, trace the words I like the ___.
Materials:
Provide different colours of playdough.
Directions:
Students create different things or shapes with the coloured playdough. The slide also provides alternative Fine Motor Skill activities.
Materials:
Print out of this slide and give crayons to each student.
Directions:
Say the picture in the purple box (sat).
Say the name of each picture.
Students colour the pictures that rhyme with sit. (Rhyme: pit, hit, fit ; Not rhyme: tin, pig)

22. What did you learn about the letter i? Say the sound.
Block 6: Closing
Provide sentence frames, if appropriate.
(Example, I learned _____.)
Teacher Note
What did you learn about the letter i?
Say the sound.
Name a place around school.
Use the high-frequency word the in a sentence.
“I like the ______.”
“I see the ______.”