Year One - Term 1, Day 28 Responses to Text.

Year One - Term 1, Day 28 Responses to Text

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. Phonics 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, chant the alphabet with sounds (A, /ah/, apple; B, /b/, ball; C, /k/, cat, etc.) or click on the link in the grey box for the alphabet with sounds. 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

oval ape eagle goat mail tree soap clay toe teach bake doe nose bone
Block 1: Opening Daily Review Click here to hear the sounds. Long a ape mail clay bake Long e eagle tree teach Long o oval goat soap toe doe nose bone Skill Development & Guided Practice Review the long vowel sounds and spellings. 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 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 spellings ai, ay and a_e. Review the long e spellings ee and ea. Review the long o spellings oa, oe and o_e. Teacher Note: Method of Delivery

when who say by her him look how High-Frequency Words Block 1: Opening
Daily Review High-Frequency Words when who say by her him look how 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

Say the first sound you hear. Say the last sound you hear.
Block 2: Phonemic Awareness (Blend sounds to make words.) Learning Objective What will we blend? We will ________ words. Declare the Objective We will blend words. Activate/Provide Prior Knowledge Students, you already know words are made of sounds. Now, we will blend all the sounds together to make a word. Make the Connection Say the first sound you hear. Say the last sound you hear. Name the word. Point to the picture and say the word. Ask students to repeat the word. Stretch the word out so that students can hear the different sounds. For example say, “nnnooossse.” Ask students to point out the sounds they hear. (Pair-Share then call on non-volunteers.) Teacher Note: Method of Delivery [b oat] [nose]

To blend is to put sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Concept Development Which picture matches the blended word -{coooalll}? “_____matches the blended word.” A B In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding To blend is to put sounds together to make a word. Blending toe toooe soap sssoooap bone booonnneee Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. goat goooat snow sssnnnooow home hhhooommmeee Click to see the picture for the blended word. Teacher points to picture and says /goat/. Teacher stretches out the word /goooat/. Teacher says, “Take a breath before we blend.” Students stretch out the word /goooat/. Repeat five times alternating between teacher and students. CFU: Select five random students say /goooat/. Teacher says the word /goat/. Students say the word /goat/. Teacher Note: Method of Delivery

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. oboe oooboooe] stove ssstooovvveee road roooad Click to see the picture for the blended word. Teacher points to picture and says /oboe/. Teacher stretches out the word /oooboooe/. Teacher says, “Take a breath before we blend.” Students stretch out the word /oooboooe/. Repeat five times alternating between teacher and students. CFU: Select five random students say /oooboooe/. Teacher says the word /oboe/. Students say the word /oboe/. Teacher Note: Method of Delivery

Wheel of FUN 2095 Activity 1 Activity 2 Activity 3 Activity 4
used number 2095 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 Teacher’s Choice Activity 5 Freeze dance (Play some music and have students dance. When the music stops, so do the students.) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will read long o words.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.) Learning Objective Declare the Objective We will read long o words. What will we read? We will read _______. Concept Development 1 What is the name of this letter? The name of this letter is _____. What sound does the long o make? The long o makes the ______. Is the long o in this word? Checking for Understanding Long o says its letter name. otter Long o Not long o open Skill Development & Guided Practice 1 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 o 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. (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: o, long o sound, oval) Teacher Note: Method of Delivery

stop dog row Long o says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.) Concept Development 2 Explain to the students that the spelling of long o with ow is usually at the end of a word (tow, row). Positional Frequency Long o says its letter name. The long o can have different spellings. stop Click here to hear the sounds. What is the name of this letter? The name of this letter is _____. What sound does the long o make? The long o makes the ______. Is the long o in this word? Checking for Understanding Long o - Spelling ow Not long o dog row

Does the word have a long o spelling?
Block 3: Phonics/Letter Formation/Spelling (Review of Reading long o words.) Skill Development & Guided Practice Does the word have a long o spelling? Look at the word. Does it have a long o spelling? (Remind students that the long o spelling with ow is usually at the end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long o sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as lllooow, ffflllooow, gooot, booow. Remind students that the ow says the long o sound. 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

Does the word have a long o spelling?
Block 3: Phonics/Letter Formation/Spelling (Review of reading long o words.) Skill Development & Guided Practice Does the word have a long o spelling? Explain to the students a top is a toy. Look at the word. Does it have a long o spelling? (Remind students that the long o spelling with ow is usually at the end of a word. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long o sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher uses smooth blending to read the word such as ssslllooow, mmmooow, sssnnnooow, tooop. Remind students that the ow says the long o sound. 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

Block 3: Phonics/Letter Formation/Spelling (Review of reading long o words.)
Skill Development & Guided Practice Look at the sentences. Read the sentence using the long o 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

We will write long o words.
Block 3: Phonics/Letter Formation/Spelling (Write long o words.) Learning Objective We will write long o words. 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. 27 The dark purple dot indicates where to start. A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note 1 draw over Definitions

We will spell long o words.
Block 3: Phonics/Letter Formation/Spelling (Spell long o words.) Learning Objective Declare the Objective We will spell long o words. What will we spell? We will spell _______. Spelling Workbook p. 39 Refer to the spelling workbook for daily activity. Teacher Note

where Where are you? Where did you go?
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 _______. Concept Development Why is when a high-frequency word? When 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 Word Sentences where Where are you? Where did you go? 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 Where is my shoe?, to emphasise the meaning of a high-frequency word. Teacher Note

where when is When is your birthday? Who is he? Where is the dog?
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. where when is Read the sentences. When is your birthday? Who is he? Where is the dog?

Barbecuing means to cook outside on a grill.
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 Lesson Vocabulary Barbecuing means to cook outside on a grill. Fear is the feeling of being scared.

Teacher Guided: Phonics activity
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics activity Rotational Activity 2 Teacher Guided: Read and write long o words Rotational Activity 3 Colour write high-frequency words Rotational Activity 4 Teacher Guided: Write and draw about the setting Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and cut out the words. Also, provide three baskets labeled o_e, oa and ow. Directions: Students will read and sort long o patterned words into three baskets that are labeled o_e, oa and ow. 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 and long o words. Then, students will trace the words. Materials: Print out this slide and give each student red, blue, green and purple crayons. Directions: Read the high-frequency word and then write the word four times using the colours red, blue, green and purple. Materials: Print out this slide and give a pencil and crayons to each student. Select a setting from a story read this week or from last week’s reading. Directions: Ask the students to write one or more sentences describing the setting we read about last week. Please have them start with the sentence frame “The setting is ______.” Then, have the students draw the setting. If they are able to write additional sentences about the setting, please allow 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.

We will identify the setting.
Block 6: CAP/ Reading Comprehension (Identify the setting.) Learning Objective Declare the Objective We will identify the setting. What will we identify? We will identify ________. Concept Development Why is “ocean” a setting? Ocean is a setting because _________. Why is “ball” not a setting? Ball is not a setting because _________. In your own words, what is the setting? The setting is _________. Checking for Understanding The setting is where the story takes place. Settings library Not a Setting: Henry the dog took a nap in the library. The teacher brought a globe to school. Henry the dog teacher school

2. Janet was barbecuing1 outside. 3. She cooked meat. 4. Janet
Block 6: CAP/ Reading Comprehension (Identify the setting.) Skill Development & Guided Practice 1 How did I/you determine the purpose for reading? 2 How did I/you determine the ELA concept involved? 3 How did I/you locate information that matches the purpose? 4 How did I/you ensure my/your response matched the purpose? Checking for Understanding  1 Determine the purpose for reading. 2 Determine the ELA concept involved. 3 Read carefully to locate information that matches the purpose. 4 Ensure your response matches the purpose. Close Reading Strategy 1. It was a hot summer day. 2. Janet was barbecuing1 outside. 3. She cooked meat. 4. Janet also grilled corn. 5. The food was yummy! words Why are hot dogs not the setting of the story? Hot dogs are not the setting of the story because_________________________. hot dogs are not a place Tell why outside is the setting of the story. Outside is the setting because ________________________________________. it is where the story takes place. Janet is cooking food outside. Definitions 1 cook outside on a grill

Block 6: CAP/ Reading Comprehension (Identify the setting.)
Relevance Does anyone else have another reason why it is relevant to identify setting?(Pair-Share) Why is it relevant to identify setting? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding The setting is where the story takes place. 1 Identifying the setting will help you understand stories. 1. Sarah plays at the playground. 2. She plays chasey with her friends. 3. Sarah plays on the swings.

1. A young boy slept in his bedroom.
Block 6: CAP/ Reading Comprehension (Identify the setting.) Skill Closure The setting is where the story takes place. Remember the Concept 1 Read the story. 2 Identify the setting of the story. Is _____ the setting? (circle yes/no) Identify setting. 1. A young boy slept in his bedroom. 2. He woke up to a loud noise! 3. The boy covered his head in fear words boy bedroom Extended Thinking Stella told her teacher that a movie theatre can be a setting. Is she correct? Explain your answer. Yes, Stella is correct. A movie theatre is a place. Summary Closure What did you learn today about identifying the setting? (Pair-Share) Definitions 2 the feeling of being scared

We will describe characters.
Block 6: CAP/ Reading Comprehension (Describe characters.) Learning Objective 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. Remember the Concept We will describe characters. Periodic Review 3 Reading Together 1. Sara was getting ready to go to the movies. 2. Then, she saw her little brother, Danny, crying. 3. She asked him what was wrong. 4. Danny said he needs to read a book for school. 5. “I’ll help you,” Sara said. 6. Sara didn’t go to the movies. 7. She stayed to help Danny words Sara is caring. What details in the text tell you Sara is caring? Hint: Think about what the character does. Sara is caring because_________________________ Answers should be supported by the passage. Extended Thinking Cassie described Sara as helpful. Why can Sara also be described as helpful? Use details from the story. She can be described as helpful because she stays home from the movies to help Danny read his book.

We will identify simple sentences.
Block 7: Grammar (Identify simple sentences.) Learning Objective Declare the Objective We will identify simple sentences. What will we identify? We will identify ________ Concept Development In the sentence “Janet walks,” what is the subject? _____ is the subject because _______. A walks B Janet In the sentence “The frog hops,” what is the verb? _____ is the verb because _______. A frog B hops Checking for Understanding A simple sentence always has a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Simple Sentences Tanya walks. The dog barks. The red flowers grow tall. Not a simple sentence The dog. Barks loud.

 Correct the simple sentences below by adding a subject or verb.
Block 7: Grammar (Identify simple sentences.) Skill Development & Guided Practice 1 How did I/you know what we were trying to find? 2 What did I/you know about this idea? 3 How did I/you know what words or information was given? 4 How did I/you know if the answer made sense? 5 How did I/you determine if the question has been answered? Checking for Understanding  1 What am I trying to find? 2 What do I know about this idea? 3 What words or information am I given? 4 Does my answer make sense? 5 Did I answer the original question? Solving ELA Problems Correct the simple sentences below by adding a subject or verb. A simple sentence must have a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Remember the Concept 1. The dog __________. 2. __________ walks home. 3. __________ plays the piano. 4. My teacher __________. 5. __________ swims in the ocean. barks The boy My mum reads My dad

Students, which sounds correct? Throws a ball. John throws a ball.
Block 7: Grammar (Identify simple sentences.) Relevance Does anyone else have another reason why it is relevant to identify simple sentences?(Pair-Share) Why is it relevant to identify simple sentences? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding A simple sentence always has a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. 1 Identifying simple sentences will help you use sentences correctly in your writing. Students, which sounds correct? Throws a ball. John throws a ball.

yes/no Kangaroos hop. Walks slow. 1 2 s v v
Block 7: Grammar (Identify simple sentences.) Skill Closure A simple sentence must have a subject and a verb. The subject tells who or what does the action. The verb tells what the action is. Remember the Concept 1 Read the sentence. 2 Identify the subject. (label S) 3 Identify the verb. (label V). 4 Is it a simple sentence? “It is a simple sentence because ______.” (yes/no) Identify simple sentences. 1 Kangaroos hop. yes/no 2 Walks slow. s v v Extended Thinking Why is “Mikayla waves” a simple sentence? “Mikayla waves” is a simple sentence because _________________________. it has a subject and verb Summary Closure What did you learn today about identifying simple sentences? (Pair-Share)

Tell me something about the long o.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _____.) Teacher Note Tell me something about the long o. What did you learn about simple sentences? Tell me something you learned about the setting of a story. Use the high-frequency word where in a sentence.

Year One - Term 1, Day 28 Responses to Text.

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Year One - Term 1, Day 28 Responses to Text.

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