Year 1 - Term 4, Day 28 Revising Text.

Year 1 - Term 4, Day 28 Revising Text

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 sounds. Daily Review
Review different letter sounds and letter patterns. Select a poster to review. R-Controlled Letter Pattern Poster Consonant Blend Poster (beginning and ending blends) Letter Pattern Poster (with /ow/: ow/ou & /oi/: oi/oy) Short and Long oo Poster Silent Letter Poster The Letters C and G Poster Double Consonant Poster Digraph & Trigraph Poster Long Vowel Poster (Remind the students that the long u has two sounds: long u and /oo/. ) Teacher Note: Method of Delivery

only not thank then much help day long which tell know never why come
Block 1: Opening Daily Review High-Frequency Words only not thank then much help day long which tell know never why come full also of than once has an 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 (Segment and blend 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 What will we do with words? We will ________ words. Declare the Objective We will segment and blend words. Guided Practice hot gold ice cold cook mice old down steam water 12 cool 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. Medial sound is the middle sound. Remember the Concept 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. Teacher points to picture/greyed text and says the word. /hot/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /hot/ - /h//o//t/.” 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 hot? The beginning sound in hot is /h/.” Teacher asks the students, “What is the ending sound in hot? The ending sound in hot is /t/.” Ask students the following question if the word construction is cvc: “What is the medial sound? The medial sound in hot is short o” Then, teacher blends the word hooot. Alternate between teacher and students five times. Teacher and students say the word /hot/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2135 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 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? 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 Wiggles Have students stand and do the wiggle: 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. Activity 6 Six Spot (Label six spots around the room from 1-6. Have students go to a spot of their choice. Roll the die. All the students at that number rolled must go back to their seats. Students that are left go to a new spot. Roll the die again until one student is left.)

We will read a text. Read the words: water drinking people use cooking
Block 3: Phonics/Letter Formation – We will read the text Water. 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 read a text. Activate Prior Knowledge Students get a separate handout of the text. This will need to be printed. Students will read a 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 text. The table provides examples of the letter sounds, letter patterns, different ending forms, grammar and high-frequency words that will be seen throughout the text. Letter Sounds: long e, a and o, r-controlled, oi, long oo, short oo, soft and hard c Letter Patterns: oi, long e, a, o and r-controlled Text word count: 113 words Teacher Note Read the words: Letter Sounds & Patterns Different Ending Forms High-Frequency Words water drinking people use cooking of ice washing many boil we dive cold 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?

Water by Dana Wood Solving Math Problems
Block 3: Phonics/Letter Formation – We will read the text Water. 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. Water 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 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 box for definitions. Teacher Note What is the title of the text? Who is the author? What do you think this text is about? Comprehension 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? by Dana Wood

We use water for many things.
Block 3: Phonics/Letter Formation – We will read the text Water. 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. We use water for many things. Point to the high-frequency word many on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 has many uses? Comprehension

We use water for drinking, washing, cooking and fun!
Block 3: Phonics/Letter Formation – We will read the text Water. 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. We use water for drinking, washing, cooking and fun! Students may need help with reading the words drinking, washing and cooking even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the word washing. Select five individual students to blend and segment the word. What is the beginning sound of the word? Point to the high-frequency word we on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 are some of the uses of water? Comprehension

Block 3: Phonics/Letter Formation – We will read the text Water.
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 that freeze means to make water hard and solid and very cold. Definition We use water for drinking. We freeze water to make ice. People put ice in drinks to make them cold. Assist students in reading the word freeze. Students have not been taught the long e spelling pattern ee with a silent e on the end. Students may need help with reading the word drinking even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the words drink and ice. 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? What is the medial sound of the word make? Point to the high-frequency word them on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 do people do with water? 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 that boils means the water is hot enough to bubble. Definition Assist students in reading the words noodles and vegetables. Students may need help reading multi-syllable words. Students may need help with reading the word cooking even though they have been taught different ending forms (-s, -ed, -ing). Ask five students to read the words boil and food. 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? What is the medial sound of the word food? Point to the high-frequency word on the page. Phonics We use water for cooking. We boil water to cook food. People boil noodles and vegetables in water. 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 do people do with water? 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. We use water to wash things. We wash our hands with water. People wash dishes and clothes with water. Students may need help with reading dishes and clothes. Students have not been taught spelling patterns for regular plurals. Ask five students to read the words hand and wash. 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? 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? How do we know that the text is non-fiction? What do people wash with water? Comprehension

We use water to exercise. People swim for exercise.
Block 3: Phonics/Letter Formation – We will read the text Water. 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. We use water to exercise. People swim for exercise. Explain to the students that exercise means to do physical things to stay healthy and strong. Definition Assist students in reading the word exercise. Students have not been taught to read multi-syllable words. Select five individual students to blend and segment the word swim. What is the beginning sound of the word? Point to the high-frequency word for on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 do people do with water? 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. We use water for fun. People play many water sports. People surf and scuba dive in water. Assist students in reading the word scuba. Students have not been taught the sound a makes at the end of a word. Select five individual students to blend and segment the words surf and sports. What is the beginning sound of the word? What is the ending sound of the word? What is the medial sound for surf? Point to the high-frequency word play on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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 do people do with water? 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. We use water for many things. People drink, cook, wash, play and exercise with water. Explain to the students that exercise means to do physical things to stay healthy and strong. Definition Assist students in reading the word exercise. Students have not been taught to read multi-syllable words. Select five individual students to blend and segment the words cook and wash. What is the beginning sound of the word? What is the ending sound of the word? Point to the high-frequency word many on the page. Teacher points to a high-frequency word and says, “Read this word to your partner.” 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? Tell me a fact about water. 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. 166 A verbal path for the letter is available in the appendix of the Handwriting Workbook. Teacher Note

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. 108 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

Facts are pieces of information.
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 Facts are pieces of information. A subject is an area you study at school like maths and literature.

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 an opinion. 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: Ask the students to look at the picture. Say the name of the picture. Ask the students to read the word sick. Have the students write the letters -ick in the row below to make a new word. Have the students read the new word. Then, have the students write two sentences using the new words on the back of this activity. For example, add (ick) to the letters br to make brick. Add (ick) to the letters qu to make quick. Add (ick) to the letters st to make stick. Materials: Print out slides two and three and give a pencil and crayons to each student. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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, five and six single-sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on slide five. Have the students come back after five or ten minutes and share the words that they found with the other students. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write an opinion. Write your opinion about what is the best subject at school. Tell why it is the best subject in school. Directions: Ask the students to write an opinion. Students should write between four to six sentences telling the best subject in school and why. 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 and draw a picture for their favourite subject. Prior to the activity, create an example for the students.

Revise is to change writing to make it better.
Block 6: CAP/ Reading Comprehension (Revise writing.) Learning Objective Declare the Objective We will revise writing. What will we revise? We will revise ________. Concept Development Why would the sentence “Some plants have fruit.” be added to the text? “Some plants have fruit would be added because __________.” In your own words, what does revise mean? “Revise is to ______________.” Checking for Understanding Revise is to change writing to make it better. Revise writing by adding sentences. Revise Writing Example Add sentences when the writing needs more facts1. Plant Parts 1. Plants have many parts. 2. Plants have leaves. 3. Plants have stems. 4. Plants have roots. 5. Some plants have flowers words 1 pieces of information Definitions

Block 6: CAP/ Reading Comprehension (Revise writing.)
Skill Development & Guided Practice Add sentences when the writing needs more facts. Concept 1 Read the writing. 2 Revise the writing by adding more facts to the text. (circle) 3 Explain why you added that sentence. “The sentence was added because ____________.” Revise writing. 2 How did I/you revise the writing? Checking for Understanding The Sun 1. The sun is important. 2. The sun gives light. 3. The sun helps things grow words 1. Which sentence could be added to the topic? A. The sun keeps Earth warm. B. The sun is bright. 2. Which sentence could A. The sun is yellow. B. The sun gives energy.

We will identify class and subclass words.
Block 6: CAP/ Reading Comprehension (Identify class and subclass words.) Learning Objective Class is a group of things that belong together. The title tells the name of the group. Subclass words are the specific names of things that belong together. Concept We will identify class and subclass words. Periodic Review 3 1 Read the class titles. 2 Read the words. 3 Identify class and subclass words. a Circle the subclass words that belong to the first class. b Underline subclass words that belong to the second class. Identify class and subclass words. Extended Thinking People Places What class title do these things belong to? glue scissors crayons 1. lady 2. 3. beach 4. girl 5. cop 6. teacher school School tools School subjects1 1 area of what you study at school Definitions

. ? ! 1 2 3 4 5 6 Max has never been to the zoo
Block 7: Grammar – Use ending punctuation. Grammar Review Sentences have ending punctuation. Remember the Concepts 1 Max has never been to the zoo . ? ! 2 Can we go to the zoo today 3 Yes, we can go to the zoo today 4 Thomas, look at the tiger 5 Have you seen the monkeys 6 The elephant is huge

Tell me something about the text, Water.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the text, Water. Blend and segment the word cook. What is the medial sound in cook? What is revising writing? Use the high-frequency word over in a sentence.

Year 1 - Term 4, Day 28 Revising Text.

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Year 1 - Term 4, Day 28 Revising Text.

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