Rhyme Time car __________________ deer __________________ ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457 book and cook Rhyme Time car __________________ deer __________________ moon __________________ horn __________________ hair __________________ grow __________________ Materials: Print out this slide and give each student a pencil and crayons. Directions: Students will read the word given and then write a word that rhymes with that word. Then, students will write the rhyming word and draw a picture of that word. For example for car, student may write jar, far, star, scar. deer: fear, peer, near, smear, sneer moon: spoon, prune, tune horn: corn, torn, thorn hair: chair, stair, pair, scare grow: row, tow, blow, glow, low, snow

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Word Bank number, good, take, spring, ring, grow, know, snow, corn, rock, dirt, ground Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you play today? Will you play golf or a game of chess? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. What will you do today? Will you watch the rain fall? Will you go for a walk? Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished.

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? What will you play today? Will you play golf or a game of chess? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you do today? Will you watch the rain fall? Will you go for a walk? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished.

number good take right stop did man love gave through many fall only ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 number good take right stop did man love gave through many fall only think going over before after first let Materials: Print out slides four and five. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Place the high-frequency word cards face down in rows. Taking turns, students select two cards, read them orally, and determine if they have a match. If there is a match, pick up the cards and place to the side. If cards do not match, return them to their original place. Continue until all matches are made.

number good take right stop did man love gave through many fall only ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 number good take right stop did man love gave through many fall only think going over before after first let Materials: Print out slides four and five. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Place the high-frequency word cards face down in rows. Taking turns, students select two cards, read them orally, and determine if they have a match. If there is a match, pick up the cards and place to the side. If cards do not match, return them to their original place. Continue until all matches are made.

The cat sat. The cat sips. The cat naps. My name is ACTIVITY 4 – Teacher Guided – Write a poem about your favourite animal. ACELY 1661 The cat sat. My name is The cat sips. The cat naps. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a poem about their favourite animal. Directions: Write your favourite animal down the page.  Next, write something that describes why that animal is your favourite on each line starting with that letter.  Students can write what it looks like, how it feels or why it’s their favourite animal. Consider brainstorming with students or providing a list of adjectives that describe different animals. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students.  Then, have students draw their favourite animal.

Teacher Guided: Phonics Rotational Activity 2 Write sentences Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write a poem. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give each student a pencil and crayons. Directions: Students will read the word given and then write a word that rhymes with that word. Then, students will write the rhyming word and draw a picture of that word. For example for car, student may write jar, far, star, scar. deer: fear, peer, near, smear, sneer moon: spoon, prune, tune horn: corn, torn, thorn hair: chair, stair, pair, scare grow: row, tow, blow, glow, low, snow Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished. Materials: Print out slides four and five. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Place the high-frequency word cards face down in rows. Taking turns, students select two cards, read them orally, and determine if they have a match. If there is a match, pick up the cards and place to the side. If cards do not match, return them to their original place. Continue until all matches are made. Materials: Print out this slide and give a pencil and crayons to each student. Tell students they will write a poem about their favourite animal. Directions: Write your favourite animal down the page.  Next, write something that describes why that animal is your favourite on each line starting with that letter.  Students can write what it looks like, how it feels or why it’s their favourite animal. Consider brainstorming with students or providing a list of adjectives that describe different animals. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students.  Then, have students draw their favourite animal.