1. Pre-Prep - Term 1
Week 4, Hour 2
Imagination

2. My name is Engagement Norms Block 1: Opening Activity: Name Song
Use “If you’re happy and you know it” melody to sing:
If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up.
Activity: Name Song
Engagement Norms
Name Game
My name is
Teacher says the name of a student three times. Students repeat the name three times.
Teacher asks students to stand up, and repeat “My name is______.”
Teacher asks the rest of the students to say the name.
Note: Select five different students per day to do this activity.
Teacher Note: Method of Delivery
Name Game CFU
Tell your partner your name.
My name is __________.

3. 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 _______.
Teacher Note
Refer to posted alphabet.
Concept Development
The alphabet is all the letters.
Each letter has a name.
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
Teacher says the name of the letter and alternates with students five times. This initial process may take time, but should progress as the term continues.
Teacher says, “The name of the letter is ____.” Students repeat the name of the letter. Continue this process with all the letters of the alphabet.
Teacher Note: Method of Delivery
Checking for Understanding
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 ____.”

4. Letter Name and Sound Review
Block 1: Opening
Daily Review
Letter Name and Sound Review
Click here to hear the letter sound.
Skill Development & Guided Practice
Repeat the steps in order multiple times. This pattern of saying the letter name, sound and word should be repeated several times.
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: T, /t/, tiger)
Teacher Note: Method of Delivery

5. Block 1: Opening Daily Review Skill Development & Guided Practice
• Teacher pre-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

6. We will read the letter s.
Block 2: Phonemic Awareness & Phonics
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
Declare the Objective
We will read the letter s.
What will we read?
We will read the _______.
Use “Three Blind Mice” melody to sing:
S says /s/
Every letter makes a sound
Activity: Letter Chant
Concept Development
All letters have a name and sound.
When we read the letter, we say its sound.
Click here to hear the letter sound.
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?
What is the name of this letter?
The name of this letter is _____.
What sound does the letter s make?
The letter s makes the ______.

7. ten apple sock sun Letter s Solving Math Problems
Block 2: Phonemic Awareness & Phonics
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.
Concept Development
Checking for Understanding
Letter s
Is the letter s in this word? /
sock
sun
Not the letter s
ten
apple
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?
Skill Development & Guided Practice
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.
Say the name of the letter. Teacher points to the letter s. (Teacher then students. Pair-Share and call on non-volunteers)
Say the sound of the letter s. (Teacher then students; Pair-Share and call on non-volunteers)
Say the name of the picture. Teacher points to the snake. (Teacher then students; Pair-Share and call on non-volunteers) (Example: s, /s/, snake)
Teacher Note: Method of Delivery

8. Is the letter s in the word?
Block 2: Phonemic Awareness & Phonics
Guided Practice
Is the letter s in the word?
Practise reading the letter s by alternating between teacher and students five times.
Is the letter s in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter s sound. (Teacher then students; alternate between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher blends the sounds to read the word such as sssiiip; 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

9. Is the letter s in the word?
Block 2: Phonemic Awareness & Phonics
Guided Practice
Is the letter s in the word?
Practise reading the letter s by alternating between teacher and students five times.
Is the letter s in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter s sound. (Teacher then students; alternate between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher blends the sounds to read the word such as sssaaat; 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

10. Is the letter s in the word?
Block 2: Phonemic Awareness & Phonics
Guided Practice
Is the letter s in the word?
Practise reading the letter s by alternating between teacher and students five times.
Is the letter s in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.)
Say the letter s sound. (Teacher then students; alternate between teacher and students five times; Pair-Share then call on non-volunteers.)
Read the word. (Teacher blends the sounds to read the word such as piiig; 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 onsets and rimes or segmenting.
Teacher Note: Method of Delivery

11. Silly Sarah sings a song. Silly Sarah sees six cats.
Block 2: Phonemic Awareness & Phonics
Short Story
For alternative nursery rhymes, please refer to
Teacher will read “Silly Sarah” and students will track.
Teacher Note
“Silly Sarah"   Silly Sarah sat on a sack.
Silly Sarah sings a song.
Silly Sarah sees six cats.
Silly Sarah sits in the sand.
Silly Sarah skips to Sam.

12. Sing Head, Shoulders, Knees and Toes
used number
1925
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
Teacher Choice
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
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

13. I like . I like . We will read high-frequency words.
Block 3: High-Frequency Words & Voc. 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.
Learning Objective
Declare the Objective
We will read high-frequency words.
What will we read?
We will read _______.
Activate/Provide Prior Knowledge 
Make the Connection
Students, the words in these sentences are words that we use a lot when speaking, reading and writing. Now, we will read these high-frequency words.
Track and read the sentence with me.
I like
Teacher reads each sentence and then students read with the teacher.
Teacher Note: Method of Delivery
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?
papaya
I like
grapes

14. I like . I like A high-frequency word is used more than other words.
Block 3: High-Frequency Words & Voc. 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.
Concept Development
A high-frequency word is used more than other words.
Why is I a high-frequency word? I is a high-frequency word because____.
Why is like a high-frequency word? like is a high-frequency word because____.
What is a high-frequency word?
A high-frequency word is _________.
Checking for Understanding I
like
I like
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 I like soccer, or I like apples, to emphasise the meaning of a high-frequency word.
Teacher Note
bananas
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?
carrots
Teacher points to a word and says: Read this word ____.
Point to a sentence and say: Read this sentence.
Checking for Understanding
Skill Development & Guided Practice
Read the high-frequency words three times.
Read the sentences three times.
Use sentences above.

15. teacher principal We will read people around school words.
Block 3: High-Frequency Words & Voc. Development
Learning Objective
Declare the Objective
We will read people around school words.
What will we read?
We will read _______.
Use concrete asking the principal to come to the classroom.
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 student five times.
Teacher Note
Concept Development
People around school are people we see at school.
teacher
A teacher is a person who teaches children.
principal
A principal is a person who takes care of the school.
Point to a vocabulary word and ask: Who is this?
What does a teacher do?
A teacher ________.
What does a principal do?
A principal __________.
Checking for Understanding
Skill Development & Guided Practice
Ask five students per question:
Who is the teacher? Who is the principal? (Pair-Share and call on non-volunteers)
Name a person around school and tell me what they do. (Pair-Share and call on non-volunteers)
Teacher Note: Method of Delivery

16. Sing Head, Shoulders, Knees and Toes
used number
1810
Brain Break
Click on the wheel to spin. This activity will take about five minutes.
Teacher Note
Wheel of FUN
Activity 1
Teacher Choice
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
Sing Head, Shoulders, Knees and Toes
(Lead students in singing song)
Activity 5
Play the Hokey Pokey
(Lead students in singing and dancing to the song)
Activity 6
Sing a nursery rhyme
(Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

17. Teacher Guided: Fine Motor Skills Writing Handbook p. 8
Block 4: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Fine Motor Skills Writing Handbook p. 8
Rotational Activity 2
Teacher Guided: Read and write high-frequency words
Rotational Activity 3
Fine Motor Skills: Use coloured playdough
Rotational Activity 4
Teacher Guided: Phonemic Awareness Activity
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials:
Give each student a page from the Handwriting Workbook (pp. 8) and a pencil.
Directions:
Show students how to hold a pencil. Model the directions stated in the workbook.
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 word I like. Then, trace the word I like.
Materials:
Provide different colours of playdough.
Directions:
Students create different things or shapes with the coloured playdough. The slide also provides alternative Fine Motor Skill activities.
Materials:
Print out of this slide and give crayons to each student.
Directions:
Say the name of the letter.
Say the sound of the letter.
Say the name of the picture.
Students colour the pictures that have the s (insert /s/ sound) sound (sun, cow, sock, ant, sad).

18. What did you learn about the letter s? Say the sound.
Block 6: Closing
Provide sentence frames, if appropriate.
(Example, I learned _____.)
Teacher Note
What did you learn about the letter s?
Say the sound.
Name a school tool.
Use the high-frequency words I see in a sentence.
“I see ______.”