Foundation Begins Foundation - Term 1, Day 6

Foundation Begins Foundation - Term 1, Day 6
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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 _______. 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. 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 ____.”

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

We will practise1 the /t/ sound.
Block 2: Phonemic Awareness Learning Objective Checking for Understanding We will practise1 the /t/ sound. What will we practise? We will practise ________. What does practise mean? Practise means to ________. Activate/Provide Prior Knowledge  Make the Connection Say the name of the picture. Students, a word is made up of letters. All letters have sounds. These words have the /t/ sound. Now, we will practise the /t/ sound. Teacher explains to students that a top is a toy. When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound. Teacher Note Click here to hear the letter sound. toe tiger Definitions 1 do something over and over again

Words are made of sounds.
Block 2: Phonemic Awareness Concept Development To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow. Activity: Place of Articulation Words are made of sounds. 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 /t/ sound is found in words. When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound. Teacher Note /t/ Checking for Understanding Make the /t/ sound. Is the /t/ sound in the word ___? / two tiger toe hat Not the /t/ sound sock ball pig

Words are made of sounds.
Block 2: Phonemic Awareness Concept Development To make the /t/ sound, quickly tap your tongue on the roof of your mouth behind your teeth and blow. Activity: Place of Articulation Words are made of sounds. 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 /t/ sound is found in words. When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound. Teacher Note /t/ Checking for Understanding Make the /t/ sound. Is the /t/ sound in the word ___? / tiger toe hat dog Not the /t/ sound cat ball pig

Does the word have the /t/ sound?
Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /t/ sound? toys sun Students are practising the letter t sound. Listen for the /t/ sound. (teacher says sound) Students repeat the /t/ 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 /t/ 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /t/ sound? sad ten Students are practising the letter t sound. Listen for the /t/ sound. (teacher says sound) Students repeat the /t/ 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 /t/ 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /t/ sound? ant axe Students are practising the letter t sound. Listen for the /t/ sound. (teacher says sound) Students repeat the /t/ 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 /t/ 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

Block 2: Phonemic Awareness Skill Development & Guided Practice Does the word have the /t/ sound? bus sat Students are practising the letter t sound. Listen for the /t/ sound. (teacher says sound) Students repeat the /t/ 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 /t/ 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

Sing Head, Shoulders, Knees and Toes
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 the letter t.
Block 3: Phonics/Letter Formation (Read the letter t.) Learning Objective Declare the Objective We will read the letter t. What will we read? We will read _______. 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 top is T, and it makes the /t/ sound. Today, we will read the letter t. Teacher explains to students that a top is a toy. Teacher Note

All letters have a name and sound.
Block 3: Phonics/Letter Formation (Read the letter t.) Concept Development Use “Three Blind Mice” melody to sing: T says /t/ Every letter makes a sound Activity: Letter Chant Strategy All letters have a name and sound. When we read the letter, we say its sound. Click here to hear the letter 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 /t/ sound is found in words. When saying the word tiger, make sure to emphasise the /t/ sound and not the /terr/ sound. Teacher Note Letter T Not an example of T Checking for Understanding What is the name of this letter? The name of this letter is _____. What sound does the letter t make? The letter t makes the ______. Is the letter t 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 T. (Teacher then students. Pair-Share and call on non-volunteers) Say the sound of the letter T. (Teacher then students; Pair-Share and call on non-volunteers) Say the name of the picture. Teacher points to the tiger. (Teacher then students; Pair-Share and call on non-volunteers) (Example: T, /t/, tiger) Teacher Note: Method of Delivery

Is the letter t in the word?
Block 3: Phonics/Letter Formation (Read the letter t.) Skill Development & Guided Practice Is the letter t in the word? Practise reading the letter t by alternating between teacher and students five times. Is the letter t in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) Say the letter t 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; 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

We will write the letter T.
Block 3: Phonics/Letter Formation (Write the letter t.) Learning Objective Declare the Objective We will write the letter T. What will we write? We will write _______. Checking for Understanding Concept Development Which letter is the upper case __? How do you know? Which letter is the lower case __? How do you know? Letters are written in two ways:  upper case T start at the top line and stroke down to the bottom line then, make a stroke on the top line crossing stroke already made lower case t start between the top line and the dashed line; then, stroke down to the bottom line finish by making a stroke on the dashed line, crossing the stroke already made Teacher Note

2 Write the letter on your own.
Block 3: Phonics/Letter Formation (Write the letter t.) Skill Development & Guided Practice Write the letter T. 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. 7 The dark purple dot indicates where to start. upper case T start at the top line and stroke down to the bottom line then, make a stroke on the top line crossing stroke already made lower case t start between the top line and the dashed line; then, stroke down to the bottom line finish by making a stroke on the dashed line, crossing the stroke already made Teacher Note Definitions 1 draw over

I see . I see 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 _______. Activate/Provide Prior Knowledge  Make the Connection Track and read the sentence with me. 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. I see I see

I I . see I see . A high-frequency word is used more than other words.
Block 4: High-Frequency Words & Voc. Development Concept Development Chants can be used during the lesson and throughout the day to get the students’ attention. Say the chant and have the students repeat it. This should be done about three to five times. I see an “s” I see two “e” ‘s I see the word “see” staring back at me! Activity: High Frequency Chant A high-frequency word is used more than other words. High-Frequency Word Sentences sat I Checking for Understanding I . Why is I a high-frequency word? I is a high-frequency word because____. Why is see a high-frequency word? See is a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. see dogs I see 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 kids, or I see food, to emphasise the meaning of a high-frequency word. Teacher Note

I . I see I see . 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. I see Read the sentences. sing I . toys I see

Paper is used to write or draw on.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read school tool words. What will we read? We will read _______. Concept Development Use concrete objects for the vocabulary words. 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: Method of Delivery School tools are used in school. pencil A pencil is used to write or draw. paper Paper is used to write or draw on. Checking for Understanding Point to a vocabulary word and ask: What do we call this? What is a pencil used for? A pencil is used to ___. What is paper used for? Paper is used to ___. Skill Development & Guided Practice Ask five students per question: Which is a pencil? Which is paper? (Pair-Share and call on non-volunteers) Tell me a school tool and tell me what it is used for. (Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonics Activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Activity Rotational Activity 2 Teacher Guided: Read High-Frequency Words Rotational Activity 3 Create rainbow letter T Rotational Activity 4 Fine Motor Skills: Use coloured playdough to create the upper case T and lower case t 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 words. Materials: Print out this slide and give crayons to each student. Directions: Practise tracing the letter using each colour of the rainbow. Materials: Different colours of playdough. Directions: Create different shapes with the playdough. Create the upper case and lower case letters with playdough.

Reading Comprehension Strategies ACELY 1650 & 1679
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories 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 for Term 1. Reading Comprehension Strategies ACELY & 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?” Cat (2007) by Mike Dumbleton; Working Title Press, Kingswood, SA Collecting Colour (2008) by Kylie Dustan; Lothian Children’s Books, Hachette, AUS (5 senses) Esther's Rainbow (2013) by Kim Kane & Sara Acton; Allen & Unwin 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?

What did you learn about the letter T?
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned the school tool _____.) Teacher Note What did you learn about the letter T? Tell me one thing about the story we read. What school tool did you learn about? Use the word I or see in a sentence. “I ____.” “I see ____.”

Foundation Begins Foundation - Term 1, Day 6

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