1. Adventure & Exploration
Foundation - Term 1, Day 34
Adventure & Exploration

2. 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
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 and students read the alphabet.
Teacher says the name of the letter and students repeat.
If students are ready, consider reviewing sounds of letters students have learned.
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 ____.”

3. 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

4. Letter Name and Sound Review
Block 1: Opening
Daily Review
Letter Name and Sound Review
Click here to hear the letter sounds.
Skill Development & Guided Practice
Alternate between the pattern of letter name, sound and word between teacher and student. The pattern of saying the letter name, sound and word should be repeated 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. (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

5. Block 1: Opening Daily Review Skill Development & Guided Practice
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

6. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.)
Learning Objective
Blending is putting the sounds together to make a word.
Remember the Concept
We will blend words.
Skill Development & Guided Practice
Blend sounds together to make a word.
ten
teeennn
eeeg
red
rrreeed
Click to see the picture for the blended word.
Teacher points to picture and says /ten/.
Teacher stretches out the word /teeennn/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word / teeennn /.
Repeat five times alternating between teacher and students.
CFU: Select five random students say / teeennn /.
Teacher says the word /ten/.
Students say the word /ten/.
Teacher Note: Method of Delivery

7. Blend sounds together to make a word.
Block 2: Phonemic Awareness (Review blend words.)
Skill Development & Guided Practice
Blend sounds together to make a word.
nnneesst – nest
peeennn – pen
nnneeet – net
teeennnt - tent
bed
beeed
neck
nnneeeck
Click to see the picture for the blended word.
Teacher points to picture and says /bed/.
Teacher stretches out the word /beeed/.
Teacher says, “Take a breath before we blend.”
Students stretch out the word / beeed /.
Repeat five times alternating between teacher and students.
CFU: Select five random students say /beeed/.
Teacher says the word /bed/.
Students say the word /bed/.
Teacher Note: Method of Delivery

8. We will practise the short e sound.
Block 2: Phonemic Awareness (Review short e sound.)
Learning Objective
What will we practise?
We will practise ________.
Declare the Objective
We will practise the short e sound.
To make the short e sound, raise the middle of your tongue up, then breathe in and blow out.
Activity: Place of Articulation
Concept Development
Words are made of sounds.
When you see “short e,” insert short e sound; do not say “short e sound.”
At this point in the program, please do not review the concept of beginning or middle sounds. Students are only expected to recognize that the short e sound is found in words.
Teacher Note
short e
Checking for Understanding
Make the short e sound.
Is the short e sound in the word ___? /
elephant
egg
bed
Not the short e sound
eggplant
apple
bee
tree

9. Does the word have the short e sound?
Block 2: Phonemic Awareness (Review short e sound.)
Guided Practice
Does the word have the short e sound?
leg
Students are practising the short e sound. When you see “short e,” insert short e sound; do not say “short e sound.”
Listen for the short e sound (insert short e sound). (teacher says sound)
Students repeat the short e sound (insert short e sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short e 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 onset and rime or segmenting.
Teacher Note: Method of Delivery

10. Does the word have the short e sound?
Block 2: Phonemic Awareness (Review short e sound.)
Guided Practice
Does the word have the short e sound?
pen
Students are practising the short e sound. When you see “short e,” insert short e sound; do not say “short e sound.”
Listen for the short e sound (insert short e sound). (teacher says sound)
Students repeat the short e sound (insert short e sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short e 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 onset and rime or segmenting.
Teacher Note: Method of Delivery

11. Does the word have the short e sound?
Block 2: Phonemic Awareness (Review short e sound.)
Guided Practice
Does the word have the short e sound?
grass
Students are practising the short e sound. When you see “short e,” insert short e sound; do not say “short e sound.”
Listen for the short e sound (insert short e sound). (teacher says sound)
Students repeat the short e sound (insert short e sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short e 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 onset and rime or segmenting.
Teacher Note: Method of Delivery

12. Does the word have the short e sound?
Block 2: Phonemic Awareness (Review short e sound.)
Guided Practice
Does the word have the short e sound?
dress
Students are practising the short e sound. When you see “short e,” insert short e sound; do not say “short e sound.”
Listen for the short e sound (insert short e sound). (teacher says sound)
Students repeat the short e sound (insert short e sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short e 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 onset and rime or segmenting.
Teacher Note: Method of Delivery

13. Does the word have the short e sound?
Block 2: Phonemic Awareness (Review short e sound.)
Guided Practice
Does the word have the short e sound?
sack
Students are practising the short e sound. When you see “short e,” insert short e sound; do not say “short e sound.”
Listen for the short e sound (insert short e sound). (teacher says sound)
Students repeat the short e sound (insert short e sound). (Pair-Share; select five non-volunteers)
Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers)
Does the word have the short e 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 onset and rime or segmenting.
Teacher Note: Method of Delivery

14. Sing Head, Shoulders, Knees and Toes
used number
1985
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

15. We will read the letter e.
Block 3: Phonics/Letter Formation (Review the letter e.)
Learning Objective
Declare the Objective
We will read the letter e.
What will we read?
We will read the _______.
Concept Development
Use “Three Blind Mice” melody to sing:
E says (insert short e sound)
Every letter makes a sound
Activity: Letter Chant
All letters have a name and sound.
When we read the letter, we say its sound.
Teacher points to the letter e and asks: What is the name of this letter?
The name of this letter is _____.
What sound does the letter e make?
The letter e makes the _______.
Checking for Understanding

16. Letter e Not an example of e
Block 3: Phonics/Letter Formation (Review the letter e.)
Concept Development
Is the letter e in this word? /
Checking for Understanding
Letter e
Not an example of e
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 e. (Teacher then students. Pair-Share and call on non-volunteers)
Say the short e sound (insert short e sound). (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the elephant. (Teacher then students; Pair-Share and call on non-volunteers)
(Example: e, short e, elephant)
Teacher Note: Method of Delivery

17. Is the letter e in the word?
Block 3: Phonics/Letter Formation (Review the letter e.)
Guided Practice
Is the letter e in the word?
Practise reading the letter e by alternating between teacher and students five times.
Is the letter e in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short e sound (insert short e sound). (Teacher then students, alternating 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 such as beeed, nnneeeck, sssaaad; 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

18. Is the letter e in the word?
Block 3: Phonics/Letter Formation (Review the letter e.)
Guided Practice
Is the letter e in the word?
Practise reading the letter e by alternating between teacher and students five times.
Is the letter e in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the short e sound (insert short e sound). (Teacher then students, alternating 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 such as tiiinnn, nnneeet, teeennnt; 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

19. My pet cat sat on the bed. My pen is on the desk. Read the sentences.
Block 3: Phonics/Letter Formation (Review reading words.)
Guided Practice
Read the sentences.
My pet cat sat on the bed.
My pen is on the desk.
Look at the silly sentences.
Read the sentence using the letter sounds to sound out the words. (Teacher reads and students track. Use smooth blending to sound out the words except for the high-frequency words I and the. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.)
Please read on and my for the students.
Teacher Note: Method of Delivery

20. We will write the letter E.
Block 3: Phonics/Letter Formation (Write the letter e.)
Learning Objective
Declare the Objective
We will write the letter E.
What will we write?
We will write the _______.
Concept Development
Which letter is the upper case __? How do you know?
Which letter is the lower case __? How do you know?
Checking for Understanding
Letters are written in two ways:
Upper case E
start at the top line and make a stroke down to the bottom line
then, make a short stroke on the top line, dashed line and bottom line connecting to the first stroke
lower case e
start halfway between the dashed line and bottom line, and slant up towards the dashed line and curve anticlockwise down to the bottom line
Teacher Note

21. 2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Write the letter e.)
Skill Development & Guided Practice
Write the letter E.
1 Trace1 the letter.
2 Write the letter on your own.
1 How did I/you trace the letter?
2 How did I/you write the letter?
Checking for Understanding
Handwriting Workbook p. 34
The dark purple dot indicates where to start.
Upper case E
start at the top line and make a stroke down to the bottom line
then, make a short stroke on the top line, dashed line and bottom line connecting to the first stroke
lower case e
start halfway between the dashed line and bottom line, and slant up towards the dashed line and curve anticlockwise down to the bottom line
Teacher Note
Definitions
1 draw over

22. Sing Head, Shoulders, Knees and Toes
used number
2055
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

23. for us Is that for us? We will read high-frequency words.
Block 4: High-Frequency Words & Voc. Development (Review)
Learning Objective
What will we read?
We will read _______.
Declare the Objective
We will read high-frequency words.
Concept Development
Why is for a high-frequency word?
For is a high-frequency word because____.
Why is us a high-frequency word?
Us 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 Is that for us?, to emphasise the meaning of a high-frequency word.
Teacher Note
High-Frequency Words
Sentence
for us
Is that for us?
ball

24. Block 4: High-Frequency Words & Voc. Development (Review)
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 Sentences p. 15

25. elder We will read words about people in a community.
Block 4: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read words about people in a community.
What will we read?
We will read _______.
Concept Development
Consider asking someone from the community to come to the classroom.
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
People in a community are people who live in the same area.
elder
An elder is a person who is respected in the community.
Point to a vocabulary word and ask: Who is this?
An elder is what in our community?
An elder is_________ in our community.
Checking for Understanding
Skill Development & Guided Practice
Have five students respond to the statement:
Name a person in a community and tell me what they do. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

26. Teacher Guided: Phonics activity
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics activity
Rotational Activity 2
Teacher Guided: Read High-Frequency Book
Rotational Activity 3
Letter Formation E
Rotational Activity 4
Teacher Guided: Retell life experience
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:
Say the name of the letter.
Say the sound of the letter.
Say the word.
Students, circle the pictures that have the sound of the letter.
Materials:
Print out this slide and give a pencil to each student.
Directions: Fold the paper into a book.
Teacher/assistant and student will track and read the high-frequency word sentences. Then students will trace the high-frequency word.
Materials:
Print out this slide and give crayons to each student.
Directions:
Practise tracing the letter using each colour of the rainbow.
Materials:
Print out this slide and give a pencil and crayons to each student.
Directions:
Ask the students to retell a time they did something fun and to write a sentence about 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.

27. Sing Head, Shoulders, Knees and Toes
used number
1925
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Freeze dance (Play some music and have students dance. When the music stops so do the students.)
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
Teacher’s Choice
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

28. Block 6: CAP/Reading Comprehension
Quiz #2

29. What did you learn about the letter E? Say the sound.
Block 7: Closing
Provide sentence frames, if appropriate.
(Example, I learned _______.)
Teacher Note
What did you learn about the letter E? Say the sound.
Retell something that happened in the story we read.
Name a person in our community. What do they do?
Use the high-frequency word us in a sentence.