Year 1 - Term 4, Day 13 Different Texts.

Year 1 - Term 4, Day 13 Different Texts

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

R-Controlled Patterns /air/ R-Controlled Patterns /air/
Block 1: Opening Click here to hear the sounds. Daily Review R-Controlled Patterns /air/ -are mare glare square R-Controlled Patterns /air/ -air hair stair chair Review r-controlled patterns. Select five sounds to review daily using this slide or the posters provided throughout the terms. New posters are available for term 4. 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

day long which tell know never why come full also of than once has an
Block 1: Opening Daily Review High-Frequency Words day long which tell know never why come full also of than once has an from every any could as too 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 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 deer cheer sneer hare chair scare air steer dark hair fern 12 purse 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 sneer means to make a face that shows you dislike something. Teacher points to picture/greyed text and says the word. /deer/ Students repeat the word. Alternate between teacher and students five times. Teacher says, “Let’s say the sounds in /deer/ - /d/ /eer/.” 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 deer? The beginning sound in deer is /d/.” Teacher asks the students, “What is the ending sound in deer? The ending sound in deer is /eer/.” Then, teacher blends the word d(hold the –eer sound). Alternate between teacher and students five times. Teacher and students say the word /deer/. Alternate between teacher and students five times. Teacher Note: Method of Delivery

Wheel of FUN WOF# 2035 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.)

deer cheer Say the name of the picture.
Block 3: Phonics / Letter formation (Read r-controlled 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 read? We will read ________. Declare the Objective We will read r-controlled words. Click here to hear the sound. Activate/Provide Prior Knowledge Students, all words are made from different letters and sounds. These words are made with a vowel and the letter r. When the letter r comes after a vowel, it changes the vowel sound. These words are called r-controlled. Now, we will read r-controlled words. Make the Connection Say the name of the picture. deer cheer There are five vowels: a, e, i, o and u. 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? Read the name of the picture with the students. Teacher Note

R-Controlled Pattern – eer /eer/
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sound. Concept Development 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. R-controlled Pattern: When the letter “r” comes after a vowel, it changes the vowel sound. Emphasise to the students that the letter “r” must come after the vowel for it to be an r-controlled word. The letter “r” usually changes the sound of the vowel. The vowel is neither short nor long. The vowel makes a different sound or no sound at all, such as deer. Teacher Note eer /eer/ deer sh /sh/ shop R-controlled patterns with “eer” are usually found at the end of words. Positional Frequency Say the sound of the r-controlled pattern –eer. Is the r-controlled pattern –eer in the word cheer? Yes/No Is the r-controlled pattern –eer in the word short? Yes/No Checking for Understanding lf /l//f/ golf R-Controlled Pattern – eer /eer/ sneer steer 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? Not r-controlled words: street, read, week

Does the word have an r-controlled pattern?
Block 3: Phonics / Letter formation (Read r-controlled words.) Click here to hear the sounds. 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. Skill Development & Guided Practice Does the word have an r-controlled pattern? veer peer knee steer 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? Explain to the students veer means to change direction and peer means to look at something closely. Look at the word. Does the word have an r-controlled pattern? (Remind the students that r-controlled pattern words have a vowel then the letter “r” and that the pattern –eer usually comes at the end of words. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the r-controlled sound –eer. (Teacher says the r-controlled sound then students. 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 vvv(hold the –eer sound), p(hold the –eer sound), (silent k)nnneeee and ssst(hold the –eer 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 eer - /eer/ R-Controlled Pattern

1. The grey cat sneered before he took the ball of wool.
Block 3: Phonics / Letter formation (Read r-controlled 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. Skill Development & Guided Practice 1. The grey cat sneered before he took the ball of wool. 2. The kids are peering at bugs. 3. The girls will cheer at the game. 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? Look at the sentences. Read the sentence. (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 eer - /eer/ R-Controlled Pattern

Block 3: Phonics / Letter formation (Read r-controlled words.)
fort torn short cord thorn 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. Skill Development & Guided Practice Watch Out for that Deer! The bus driver sees a deer on the road. The driver steers the bus to the left. The bus veers to the side of the road. The bus driver misses the deer. The kids on the bus cheer for the bus driver. The deer and the bus are safe. 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? Read Watch Out for that Deer!. Read the text using r-controlled pattern -eer sound 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 eer - /eer/ R-Controlled Pattern

We will write r-controlled words.
Block 3: Phonics/Letter Formation (Write r-controlled 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 r-controlled 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. 13 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. 11 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

Healthy means the body is working well and is free from sickness.
Block 4: High-Frequency Words & Voc. Development Lesson Vocabulary Exercise is to do physical activities in order to stay healthy and to get strong. Healthy means the body is working well and is free from sickness. 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

Teacher Guided: Phonics Rotational Activity 2 Read a story
Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read a story Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write an informative text. 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 boat. Have the students write the letters –oat 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 (oat) to the letter g to make goat. Add (oat) to the letter c to make coat. Add (oat) to the letter m to make moat. 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, five and six single-sided. Give each student a pencil and slide six. Prior to the activity, cut slides four and five and place the words around the room. Directions: Have students walk around the room and identify words they know. Students will read and then write the words on the blank slide. After five to ten minutes, have students share the words they found with fellow classmates. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 craw the animals when finished.

Dogs 1. Dog are the best pet.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Learning Objective Declare the Objective We will describe persuasive text. What will we describe? We will describe________. Concept Development Explain to the students that persuasive text uses words like best and good. Teacher Note Persuasive text gets you to believe an opinion. Persuasive text gives information that supports the opinion. Which is persuasive text? A Cats are animals. B Cats are the best pets! In your own words, what is persuasive text? “Persuasive text gets _______________.” Checking for Understanding Persuasive Text Dogs 1. Dog are the best pet. 2. Dogs are friendly. 3. Dogs protect you. 4. Dogs can learn tricks words Not persuasive text: A dog is an animal. Tennis is a sport.

1. Exercise is the best way to stay healthy2.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Persuasive text gets you to believe an opinion2. Persuasive text gives information that supports the opinion. Explain to the students that persuasive text uses words like best and good. Concept Skill Development & Guided Practice 1 Read the text. 2 Describe the persuasive text. a What is the opinion of the text? (circle answer) b Use information from the text that supports the opinion. (oral response) Describe persuasive text. The answer for step 2b will be oral. Step 2b can be any piece of information from the text. Teacher Note Exercise1 1. Exercise is the best way to stay healthy2. 2. Running and walking are exercises that will help you stay healthy. 3. Swimming is an exercise that keeps you healthy, too words 2 How did I/you describe the persuasive text? Checking for Understanding What is the opinion of the text? Running is an exercise that keeps you healthy. Exercise is the best way to stay healthy. What information from the text supports the opinion? Answers will vary. 1 physical activities you do to stay healthy 2 the body is working well and is free from sickness. Definitions Swimming is an exercise that will keep you healthy.

Cats 1. Cats are the best pet.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Relevance Does anyone else have another reason why it is relevant to describe persuasive text?(Pair-Share) Why is it relevant to describe persuasive text? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? Checking for Understanding Persuasive text gets you to believe an opinion. Persuasive text gives information that supports the opinion. 1 Describing persuasive text will help you understand what people feel and think about things. Cats 1. Cats are the best pet. 2. Cats are friendly. 3. Cats are loving. 4. Cats can learn tricks words This person feels and thinks cats are the best pets.

Soccer is the best sport. Boys and girls can both play soccer.
Block 6: CAP/ Reading Comprehension (Describe persuasive text.) Persuasive text gets you to believe an opinion2. Persuasive text gives information that supports the opinion. Explain to the students that persuasive text uses words like best and good. Concept Skill Closure 1 Read the text. 2 Describe the persuasive text. a What is the opinion of the text? (circle answer) Describe persuasive text. Soccer 1. Soccer is the best sport. 2. Soccer is easy to play. 3. Soccer is played all around the world. 3. Boys and girls can both play soccer words What is the opinion of the text? Soccer is the best sport. Boys and girls can both play soccer. Extended Thinking What information from the persuasive text above supports the opinion? Soccer is played all around the world supports the opinion soccer is the best sport. Summary Closure What did you learn today about describing persuasive text? (Pair-Share)

We will identify adverbs.
Block 7: Grammar (Identify adverbs.) Learning Objective Declare the Objective We will identify adverbs. What will we use? We will use_______. Grammar Workbook p. 75 Refer to the grammar workbook for daily activity. Teacher Note

Tell me something about the r-controlled pattern -eer. Say the sound.
Block 8: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Consider asking comprehension questions from the story to review literary concepts such as: What is the setting? Who is the character? Describe the character. What is the problem? What is the solution? Teacher Note Tell me something about the r-controlled pattern -eer. Say the sound. What is persuasive text? What is an adverb? Use the high-frequency word help in a sentence.

Year 1 - Term 4, Day 13 Different Texts.

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Year 1 - Term 4, Day 13 Different Texts.

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