Learn to Read Foundation - Term 4, Day 36

Learn to Read Foundation - Term 4, Day 36
Click here for the pacing calendar:

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. As the program progresses, consider having students write or contribute to the daily message. Topic Suggestions: Teacher says; students repeat. Weather: “It is hot today.” Activities taught yesterday: “We learned the letter ____ yesterday.” Activities for today: “Today, we will write our names.” 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.)” Message What is today’s date? “Today is _______________.” Tell your partner the date. Checking for Understanding

Block 1: Opening Click here to hear the letter sounds. Daily Review
Students have learned all the letters and their sounds of the alphabet. Using the alphabet, teacher selects five or more letters to review. Review the letter name and sound. Alternate the pattern of letter name, sound and word between teacher and student. Review letter patterns and vowel patterns with students. Refer to term 4 posters: Short and Long Vowels & Digraphs Select the letter patterns or letters to review based on student needs and time. Teacher Note: Method of Delivery

so that new has be at not but there now said from play to
Block 1: Opening Daily Review High-Frequency Words so that new has be at not but there now said from play to Teacher selects five or more high-frequency words to review. Select the words based on student needs and time. Consider creating a word wall with all the high-frequency words taught up to term 3. 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 whisper the word he is pointing to. 4. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

We will segment and blend words.
Block 2: Phonemic Awareness (Cumulative phonics activity.) 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. Learning Objective What will we do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice To segment is to separate the sounds in a word. Blending is putting the sounds together to make a word. Beginning sound is the first sound in a word. Ending sound is the last sound in a word. Remember the Concept hog 2 goat farm 4 sheep sound duck rooster 8 red 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? Click to animate the picture. Students will be expected to manipulate the sounds in this activity by using segmenting, smooth blending and identifying beginning and ending sounds. Explain to the students a hog is a big pig. Teacher points to picture/greyed text and says the word. /hog/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /hog/ - /h/ /o/ /g/.” Teacher and students alternate segmenting the word five times. Use fingers to represent each sound in the word to assist with segmenting, if needed. Teacher asks the students, “What is the beginning sound in hog? The beginning sound in hog is /h/.” Teacher asks the students, “What is the ending sound in hog? The ending sound in hog is /g/.” Then, teacher blends the word /hooog/. Alternate between teacher and students five times. Teacher and students say the word /hog/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

We will make new words. Make a new word. -uck
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the beginning sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. -uck d/uck b/uck p/uck m/uck Students are practising making a new word by changing beginning sounds. Explain to students a buck is a male deer and that muck is dirt or rubbish. Say the word (duck). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: d/uck. Teacher and students alternate five times. Teacher will say, “Now, we will change the /d/ in duck to /b/. Now say b/uck (onset/rime).” Teacher and students alternate five times. Say the new word b/uck=buck. Continue to change sounds to make new words such as /b/ in buck to /p/ in make new word puck and /p/ in puck to /m/ to make the new word muck. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the beginning sound and by segmenting by onsets and rimes. Teacher Note: Method of Delivery

We will make new words. Make a new word. cra-
Block 2: Phonemic Awareness (Make new words.) Learning Objective To make new words, change the ending sound. Remember the Concept We will make new words. Skill Development & Guided Practice Make a new word. cra- cra b cra ck cra sh cra m Students are practising making a new word by changing ending sounds. Explain to students that a crack is a space on something that is created when broken and cram is to stuff things into a small space. Say the word (crab). Teacher and students alternate five times. Teacher separates the sounds by onset and rime: cr/ab. Teacher and students alternate five times. Teacher will say, “Now, we will change the /b/ sound to /k/ make new word. Now say cr/ack (onset/rime).” Teacher and students alternate five times. Say the new word cr/ack = crack. Continue to change sounds to make new word such as changing /k/ in crack to /sh/ to make the new word crash and change /sh/ in crash to /m/ to make new word cram. Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the ending sound and by segmenting by onsets and rimes. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2042 Activity 1 Activity 2 Activity 3 Activity 4
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 Activity 1 Find it Fast! Call out a colour or other trait (something around the room). Students must find the object in the room that fits that trait and get to it quickly. Activity 2 Act Like A Pro Have students act out various sport moves for 5-10 seconds. For example, have students act out scoring a soccer goal. Other ideas: shoot a basket, swing a bat, serve a tennis ball, ski down a hill, spike a volleyball, throw a football, shoot an arrow, swim in a pool and box with gloves. Activity 3 Stretch! (Lead the students in some stretches) Activity 4 Teacher’s Choice Activity 5 Mirror-Mirror Have students pair up and mirror the actions of their partner. Students take turns. Activity 6 Wiggles Have students stand and do the following wiggle activities: First wiggle fingers; Then fingers and wrists; The fingers, wrists and forearms; The fingers, wrists, forearms, elbows; The fingers, wrists, forearms, elbows, shoulders; The fingers, wrists, forearms, elbows, shoulders, hips; The fingers, wrists, forearms, elbows, shoulders, hips, knees; The fingers, wrists, forearms, elbows, shoulders, hips, knees, head. 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?

We will read text. Read the words: chicken farm oink at sheep goat
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Learning Objective What will we read? We will read________. Declare the Objective We will read text. Activate Prior Knowledge Read the words: Students get a separate handout of the text. This will need to be printed. Students will read the text that is comprised of the letter-sounds, letter patterns and high-frequency words taught throughout the year. Throughout the text, there are sidebar notes. Please refer to these notes as you read the story. The first four columns are review words, and the last (grey) column is high-frequency words from the text. Text word count: 115 words Teacher Note chicken farm oink at sheep goat there from in are 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?

On a Farm by Erick Ortiz Solving Math Problems
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. On a Farm by Erick Ortiz Throughout the text, there are phonics (green box) questions, comprehension (red box) questions and definitions (purple box). Some words are colour-coded. The green words in the text are words the teacher will pre-read with the students. These words are letter patterns and sounds that need to be reviewed or have not been taught. Purple words are words that will need to be defined. Please refer to the purple sidebar for definitions. Note: Assist students in reading words with the letter ‘s’ on the end. Students have not been taught the different sounds the letter ‘s’ makes when at the end of a word. Teacher Note 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? What is the title of the text? Who is the author? What do you think this text is about? What do we see on a farm? Comprehension

What is that sound coming from the farm?
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Assist students in reading the words what and coming. Students have not been taught different ending forms (i.e., -s, -ed, -ing) and have not been exposed to the high-frequency word what. Select five individual students to blend and segment the word farm. What is the beginning sound of the word? What is the ending sound of the word? Phonics 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? What is that sound coming from the farm? What kinds of sounds do you think come from the farm? Comprehension

Block 3: Phonics/Letter Formation – We will read On a Farm.
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. Explain to the students a hog is big pig. Definition Assist students in reading the word makes. Students have not been taught that the a_e spelling pattern makes the long a sound. Ask five students to read the words hog or oink. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Name a high-frequency word on the page Phonics 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? There is a hog on the farm. The hog makes the “oink” sound. Can you sound like a hog? What is on the farm? What sound does it make? Comprehension

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. Assist students in reading the words make and maa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask students to read the words goat and farm. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Name a high-frequency word on the page. Phonics 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? There is a goat on the farm. The goat makes the “maa” sound. Can you sound like a goat? What is on the farm? What sound does it make? Comprehension

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. Assist students in reading the words make and baa. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students have not been taught nonsense words. Ask five students to read the word sheep. What is the beginning sound? What is the ending sound? Teacher says, “Point to the word there, read it to your partner and get ready to read it to me.” Choose up to 5 students to read the high-frequency word there. Phonics 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? There is a sheep on the farm. A sheep makes the “baa” sound. Can you sound like a sheep? What is on the farm? What sound does it make? Comprehension

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. Assist students in reading the words chicken and makes. Students have not been taught the sound suffixes make such as –en. Students have also not been taught that the a_e spelling pattern makes the long a sound. Ask students to read the word cluck. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Teacher says, “Point to a word that has the /ch/ sound in it.” Phonics 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? There is a chicken on the farm. The chicken makes the “cluck” sound. Can you sound like a chicken? What is on the farm? What sound does it make? Comprehension

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. Explain to the students a rooster is a male/boy chicken. Definition Assist students in reading the words make and cock-a-doodle-doos. Students have not been taught that the a_e spelling pattern makes the long a sound. Also students may only be familiar with some of the sounds in the phrase. Ask students to read the word rooster. Select five individual students to blend and segment the word. What is the beginning sound of the word? What is the ending sound of the word? Teacher says, “Point to a word has the /ar/ sound in it.” Phonics 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? There is a rooster on the farm. The rooster makes the “cock-a-doodle-doo” sound. Can you sound like a rooster? What is on the farm? What sound does it make? Comprehension

There are a lot of sounds on the farm.
Block 3: Phonics/Letter Formation – We will read On a Farm. 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. Teacher says, “Point to a word that ends with /n/ sound. Read it to your partner and get ready to read it to me.” Choose up to five students to read the word. How many syllables are in the word farm? Name a high-frequency word on the page. Phonics 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? There are a lot of sounds on the farm. What is there on the farm? Tell me something about the text. What was the purpose of the text? Does it tell a story or tell facts? How do you know? Comprehension

We will write words. Solving Math Problems
Block 3: Phonics/Letter Formation (Write words.) 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. Learning Objective We will write words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace 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 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? Handwriting Workbook p. 164

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 _______. Skill Development & Guided Practice A high-frequency word is used more than other words. Remember the Concept 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. 91 Teacher and students read the high-frequency word, alternating between each other five times. Please feel free to orally add more sentences to emphasise the meaning of a high-frequency word. Teacher Note

We will read descriptive words.
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read descriptive words. What will we read? We will read _______. Concept Development Consider putting on some music and demonstrating what is loud and quiet. 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 students five times. Teacher Note A descriptive word tells about something or someone. We can tell about how they look or how they act. loud Loud is making a lot of noise, like yelling. quiet Quiet is not making much noise. This can mean whispering or not talking. Point to a vocabulary word and ask: What is loud? Loud is________. What is quiet? Quiet is________. Checking for Understanding Skill Development & Guided Practice Have five students respond to the statement: Point to loud and ask, “What is loud?” Point to quiet and ask, “What is quiet?”(Pair-Share and call on non-volunteers) Teacher Note: Method of Delivery

Teacher Guided: Phonemic Activity Rotational Activity 2
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonemic Activity Rotational Activity 2 Read high-frequency words Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write about a topic. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out side one and two and give a pencil to each student. Directions: Ask the students to look at the picture. Say the name of the picture. Ask the students to read the word cab. Have the students say the name of the picture and write the ending sound on the row to make a new word. Have the students read the new word. Then, have the students write a sentence for each new word. Remind students to add a full stop at the end of sentence. Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and students will track and read the high-frequency words. Materials: Print out slides four to six. Cut out each card on slides four and five and give a pencil to each student. Directions: Place cards on table face down and give students blank paper. Have students take turns choosing two cards. If the two cards match have students set them aside and write the word down on their paper. If the cards do not match, have them flip the cards back. Continue matching, until all cards are gone. Note: Not all squares on the paper will be filled with words. Materials: Print out this slide and give a pencil and crayons to each student. Directions: Ask the students to write three or more sentences about a farm. If they are able to write additional sentences about a farm, please allow it. Make sure that they are using an upper case 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. Then, have students draw a farm. Note: If students lack prior knowledge about farms, please select a different topic.

Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster. 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. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book, if available. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about?” Happy Hippo, Angry Duck (2011) by Sandra Boynton, Little Simon. Mrs. Wishy-Washy’s Farm (2006) by Joy Cowley, Puffin Books. Food From Farms (2010) by Nancy Dickmann, Heinemann. The Little Red Hen (1985) by Paul Galdone, HMH Books for Young Readers. List of books: 1 Imaginative Text: What is the purpose of the text? (To tell a story or to tell facts) Who is the character? Name an event. Name a big event. How did the character make you feel? How did the story make you feel? Informative Text: Name a fact from the text. What is the main idea? 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?

Tell me a fact about the text, On a Farm.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the text to review literary concepts such as: Name a fact from the text. What is the purpose of the text? Teacher Note Tell me a fact about the text, On a Farm. Blend and segment the word farm. Retell me something about the story or text we read today. Show me loud. Show me quiet. Use the high-frequency word away in a sentence.

Learn to Read Foundation - Term 4, Day 36

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