1. Pre-Prep - Term 1
Week 6, Hour 3
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 practise the short i sound.
Block 2: Phonemic Awareness (Review short i sound)
Learning Objective
Declare the Objective
What will we practise?
We will practise ________.
We will practise the short i sound.
To make the short i sound, open mouth, point the tip of your tongue down and blow from back of throat.
Activity: Place of Articulation
Concept Development
When you see “short i,” insert short i sound; do not say “short i sound.”
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
Words are made of sounds.
short i
Checking for Understanding
Make the short i sound.
Is the short i sound in the word ___? /
two
Iguana
insect
lick
Not the short i sound
ball
ant
itch

8. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound? in
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short i sound? (Pair-Share and use / whiteboards.)
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

9. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
tap
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short i sound? (Pair-Share and use / whiteboards.)
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

10. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
insect
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short i sound? (Pair-Share and use / whiteboards.)
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

11. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
pig
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short i sound? (Pair-Share and use / whiteboards.)
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

12. Does the word have the short i sound?
Block 2: Phonemic Awareness (Review short i sound)
Guided Practice
Does the word have the short i sound?
sing
Students are practising the short i sound. When you see “short i,” insert short i sound; do not say “short i sound.”
Listen for the short i sound (insert short i sound). (teacher says sound)
Students repeat the short i sound (insert short i sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then Students; Say the word, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short i sound? (Pair-Share and use / whiteboards.)
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

13. Sing Head, Shoulders, Knees and Toes
used number
2110
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)

14. 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 colour 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)

15. Sing Head, Shoulders, Knees and Toes
used number
1930
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)

16. Suggested Story Choices
Block 5: CAP/Reading Comprehension
Teacher Instructions: This slide appears throughout the week. Select one story for each week. We have provided a suggested list below, but feel free to select a different book. Prior to each story, define unknown words and conduct a picture walk. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster.
Reading Comprehension Strategies ACELY 1650 & 1679
Suggested Story Choices
Respond to Text Poster
ACELT 1577
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.
Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “What do you think this book is about?”
Scaly-tailed Possum and Echidna (2010) by Cathy Goonack; Magabala Books Aboriginal Corpration
A Home For Bilby (2004) by Joanne Crawford; Magabala Books Aboriginal Corpration
The Grumpy Light House Keeper (2011) by Terrizita Corpus; Magabala Books Aboriginal Corpration
Lyle, Lyle, Crocodile (1987) by Bernard Waber, HMH Books for Young Readers
List of books:
What is the story about?
Name one thing that happened.
What did you like about the story?
What did you dislike about the story?

17. What sound did we learn today? Say the sound.
Block 6: Closing
Provide sentence frames, if appropriate.
(Example, I learned _____.)
Teacher Note
What sound did we learn today?
Say the sound.
Tell something that happened in the story we read.