Year One - Term 1, Day 34 Responses to Text.

Year One - Term 1, Day 34 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

ape ice eagle oval lime rain tree boat light doe rope mean way pie
Block 1: Opening Daily Review Click here to hear the sounds. Long a ape rain way cake Long e eagle tree mean Long o oval boat doe rope snow Long i ice lime light pie sky Skill Development & Guided Practice Review the long vowel sounds and spellings: 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, o_e and ow. Review the long i spellings i_e, igh, ie and y. Teacher Note: Method of Delivery

what when does by her where see I High-Frequency Words
Block 1: Opening Daily Review High-Frequency Words what when does by her where see I 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

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. Concept Development Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note To blend is to put sounds together to make a word. Blending Which picture matches the blended word -{fffrrryyy}? “_____matches the blended word.” A B In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding time tiiimmme why whyyy line llliiinnne

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. stripe ssstrrriiipe die diiie tied tiiied Click to see the picture for the blended word. Teacher points to picture and says /stripe/. Teacher stretches out the word /ssstrrriiipe/. Teacher says, “Take a breath before we blend.” Students stretch out the word /ssstrrriiipe/. Repeat five times alternating between teacher and students. CFU: Select five random students say /ssstrrriiipe/. Teacher says the word /stripe/. Students say the word /stripe/. 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. 1 2 ffflllyyy whiiite 3 drrryyy – dry 4 sssiiigh – sigh 5 brrriiight – bright 6 wwwiiipe – wipe Click to see the picture for the blended word. Teacher points to picture and says /fly/. Teacher stretches out the word /ffflllyyy/. Teacher says, “Take a breath before we blend.” Students stretch out the word /ffflllyyy/. Repeat five times alternating between teacher and students. CFU: Select five random students say /ffflllyyy/. Teacher says the word /fly/. Students say the word /fly/. Teacher Note: Method of Delivery

We will identify short and long vowel sounds.
Block 2: Phonemic Awareness (Review of Identify short and long vowel sounds.) What will we identify? We will identify ________. Declare the Objective Learning Objective We will identify short and long vowel sounds. This lesson covers short u and long u vowel sounds. Refer to the short and long vowels poster. When teaching the letter u, make sure to emphasise the difference between a short u sound and long u sound. Have students repeat the two sounds multiple times. Teacher Note Concept Development There are five vowels: a, e, i, o and u. A short vowel does not say its letter name. A long vowel says its letter name. Click here to hear the sounds. Does under have a short u sound? Yes/No How do you know? Does unicorn have a long u sound? Yes/No How do you know? Checking for Understanding Short u sound Long u sound under umbrella sun cup uniform cube unicorn

We will identify short and long vowel sounds.
Block 2: Phonemic Awareness (Review of Identify short and long vowel sounds.) Learning Objective What will we identify? We will identify ________. Declare the Objective We will identify short and long vowel sounds. This lesson covers short u and long u vowel sounds. Refer to the short and long vowels poster. When teaching the letter u, make sure to emphasise the difference between a short u sound and long u sound. Have students repeat the two sounds multiple times. Teacher Note Concept Development There are five vowels: a, e, i, o and u. A short vowel does not say its letter name. A long vowel says its letter name. Does huge have a short u sound? Yes/No How do you know? Does menu have a long u sound? Yes/No How do you know? Checking for Understanding Short u sound Long u sound huge umbrella sun cup uniform cube menu

S L Does the word have the short u or long u sound?
Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Does the word have the short u or long u sound? S for short / L for long S L uncle unicycle Identify short u and long u vowel sounds. Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rime.) Does the word have the short u or long u sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.) 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

L S Does the word have the short u or long u sound?
Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Does the word have the short u or long u sound? S for short / L for long L S cute bug Identify short u and long u vowel sounds. Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rime.) Does the word have the short u or long u sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.) 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

S L Does the word have the short u or long u sound?
Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Does the word have the short u or long u sound? S for short / L for long S L cup mule Identify short u and long u vowel sounds. Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) Listen carefully for the vowel sound. (Teacher segments the sounds by onset and rime.) Does the word have the short u or long u sound? (Teacher models then students copy; Pair-Share and write S (short) or L (long) on whiteboards.) 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

Wheel of FUN 2090 Activity 1 Activity 2 Activity 3 Activity 4
used number 2090 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 i words.
Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Learning Objective Declare the Objective We will read long i 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 i make? The long i makes the ______. Is the long i in this word? Checking for Understanding Long i says its letter name. Long i Not long i 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 i 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: i, long i sound, ice) Teacher Note: Method of Delivery

pig milk Not long i Long i says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Concept Development 2 Long i has different spellings: i_e: It is usually in the beginning or middle of a word. igh: It is usually at the end of a word. ie: It is usually at the end of a word. y: It is usually at the end of a word. Positional Frequency Long i says its letter name. The long i can have different spellings. Click here to hear the sounds. What is the name of this letter? The name of this letter is _____. What sound does the long i make? The long i makes the ______. Is the long i in this word? Checking for Understanding Long i i_e igh ie y Not long i pig milk

Does the word have a long i spelling?
Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Skill Development & Guided Practice Does the word have a long i spelling? Look at the word. Does it have a long i spelling? (Remind students of the long i spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long i sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as llliiifffe, trrryyy, ssskiiiesss, tiiight. 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 i_e Igh ie y Long i

Block 3: Phonics/Letter Formation/Spelling (Read long i words.)
Skill Development & Guided Practice 1. 2. 3. Look at the sentences. Read the sentence using the long i 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 i_e igh Ie y Long i

Block 3: Phonics/Letter Formation/Spelling (Read long i words.)
Skill Development & Guided Practice Read Starlight. Read the story using the long i 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 i_e igh Ie y Long i

We will write long i words.
Block 3: Phonics/Letter Formation/Spelling (Write long i words.) Learning Objective We will write long i 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. 32 1 draw over Definitions

We will spell long i words.
Block 3: Phonics/Letter Formation/Spelling (Spell long i words.) Learning Objective Declare the Objective We will spell long i words. What will we spell? We will spell _______. Spelling Workbook p. 48 Refer to the spelling workbook for daily activity. Teacher Note

does What does this mean? Does it work?
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 does a high-frequency word? Does 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 does What does this mean? Does it work? 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 Does your dad like pears?, to emphasise the meaning of a high-frequency word. Teacher Note

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 High-Frequency Words Booklet p. 12

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 High-Frequency Sentences p. 16

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 i words Rotational Activity 3 Colour write high-frequency words Rotational Activity 4 Teacher Guided: Write informative sentence about an object 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 i_e, igh and y. Directions: Students will read and sort long i patterned words into three baskets that are labeled i_e, igh and y. 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 i 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. Directions: Ask the students to write two to three sentences describing an object in the room such as a desk, table, project, etc. Please have them start with the sentence frame “I see a______.” Then, have the students write another sentence and then draw the object. If they are able to write additional sentences about the object, 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.

Block 6: CAP/Reading Comprehension
Quiz #2

Grace claps loudly. yes/no Kicks the soccer ball. The dingo ran fast.
Block 7: Grammar (Identify simple sentences.) Learning Objective 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 We will identify simple sentences. Periodic Review 2 1 Grace claps loudly. yes/no 2 Kicks the soccer ball. 3 The dingo ran fast. 4 The teacher. Extended Thinking Add the missing subject or verb to the simple sentences below. Tom __________ a book. _________ swims fast. Koalas ________ trees. Answers may vary. reads The man climb

Tell me something about the long i.
Block 7: Closing Provide sentence frames, if appropriate. (Example, I learned _______.) Teacher Note Tell me something about the long i. Recall a fact from the text we read. What did you learn about simple sentences? Use the high-frequency words what and does in a sentence.

Year One - Term 1, Day 34 Responses to Text.

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Year One - Term 1, Day 34 Responses to Text.

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