Year One - Term 1, Day 3 Back to School

1. Year One - Term 1, Day 3 Back to School

2. Block 1: Opening Teacher Note: Method of Delivery Engagement Norms 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. Name Game My name is Name Game CFU Tell your partner your name. My name is __________.

3. Block 1: Opening Declare the Objective Learning Objective Teacher Note: Method of Delivery • 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. 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. Alphabet Song Checking for Understanding Tell me a letter in the alphabet. Repeat after me. “The alphabet is all the letters.” Tell your partner. “The alphabet is all the letters.” Skill Development & Guided Practice 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. 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. Activity: Daily Message Chant 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! Message 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, 22ndof July, 2015. Checking for Understanding What is today’s date? “Today is _______________.”

5. Block 1: Opening Daily Review Teacher Note: Method of Delivery • 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. Teacher needs to provide the short a sound for the students. • 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) Click here to hear the letter sounds. Skill Development & Guided Practice

6. Block 1: Opening Daily Review Teacher Note: Method of Delivery • 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. Skill Development & Guided Practice

7. Block 2: Classroom and Social Management The Hand Signals Poster Teacher Note Teacher shows and tells what signal 3 means, alternating between teacher and student five times. Teacher will review hand signals 1 and 2. Teacher reads signal 3 and shows the signal. Students repeat the rule and show signal 3. Teacher reads signal 1 and 2 and shows signals. Students repeat. 1– “I need a pencil.” 2– “I am quiet and ready.” 3– “I need water.” 4– “I need to use the bathroom.” 5 – “I have a question.” Activity Ask five students: Show me the hand signal that means “I need water.” Show me the hand signal that means “I am quiet and ready.” Ask five students: What does number 3 mean? What does number 2 mean?

8. Block 2: Classroom and Social Management TheMat MannersPoster Teacher Note Teacher models mat manners and students copy, alternating between teacher and student five times. Activity Play “Teacher says” (Simon says) using the Mat Manners poster. Example: “Teacher says back straight.” (Students sit with back straight.) “Teacher says sit with crossed legs.” (Students sit with crossed legs.) “Stand up.” (Students do nothing because teacher did not say “Teacher says.”)

9. used number 1950 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

10. Block 3: Phonics/Letter Formation (Review Foundation Letters) Declare the Objective Learning Objective Teacher Note: Method of Delivery • Teach the hard c sound with the letter k. • 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. Teacher needs to provide the short esound for the students. • 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: h, /h/, horse) We will read letters. What will we read? We will read _______. Concept Development • All letters have a name and sound. • When we read the letter, we say its sound. Checking for Understanding Teacher points to the letter eand asks, ”What is the name of this letter?” The name of this letter is _____. Make the short e sound. Teacher points to the letter h and asks, ”What is the name of this letter?” The name of this letter is _____. Make the /h/ sound. Teacher points to the letter kand asks, ”What is the name of this letter?” The name of this letter is _____. Make the /k/sound. Teacher points to the letter cand asks, ”What is the name of this letter?” The name of this letter is _____. Make the /c/sound. Click here to hear the letter sounds.

11. Block 3: Phonics/Letter Formation (Review Foundation Letters) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter e by alternating between teacher and students five times. • Is the letter e in the word? (Pair-Share, call on non-volunteers, and use Yes/Nowhiteboards.) • Say the short e sound (insert short e sound). (Teacher then students; Pair-Share then call on non-volunteers.) • Read the word. (Teacher segments and blends the sounds to read the word; Pair-Share then call on on-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 rimes or segmenting. Is the letter e in the word? 10

12. Block 3: Phonics/Letter Formation (Review Foundation Letters) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter hby alternating between teacher and students five times. • Is the letter hin the word? (Pair-Share, call on non-volunteers, and use Yes/Nowhiteboards.) • Say the letter h sound. (Teacher then students; Pair-Share then call on non-volunteers.) • Read the word. (Teacher segments and blends the sounds to read the word; Pair-Share then call on on-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 rimes or segmenting. Is the letter h in the word?

13. Block 3: Phonics/Letter Formation (Review Foundation Letters) Skill Development & Guided Practice Teacher Note: Method of Delivery • Teach the hard c sound with the letter k. • Practisereading the letter k and c by alternating between teacher and students five times. • Is the letter k or c in the word? (Pair-Share, call on non-volunteers, and use Yes/Nowhiteboards.) • Say the letter k and c sounds. (Teacher then students; Pair-Share then call on non-volunteers.) • Read the word. (Teacher segments and blends the sounds to read the word; Pair-Share then call on on-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 rimes or segmenting. Is the letter k or c in the word?

14. Block 3: Phonics/Letter Formation (Review writing Foundation letters.) Declare the Objective Learning Objective We will write letters. What will we write? We will write _______. Checking for Understanding Concept Development Is this a lower case letter? How do you know? Yes/No Is this an upper case letter? How do you know? Yes/No Letters are written in two ways  UPPER CASE (BIG LETTER) E H K lower case (small letter) e h k

15. Block 3: Phonics/Letter Formation (Review writing Foundation letters.) Skill Development & Guided Practice Teacher Note The dark purple dot indicates where to start. A verbal path for the letters is available in the appendix of the Handwriting Workbook. Write letters. 1Trace1the letter. 2Write the letter on your own. Checking for Understanding 1 How did I/you trace the letter? 2 How did I/you write the letter? Handwriting Workbook p. 3 Definitions 1draw over

16. used number 2140° Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

17. Block 4: High-Frequency Words & Voc. Development Declare the Objective Learning Objective Teacher Note 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 My mom sings, or He will go,to emphasise the meaning of a high-frequency word. We will read high-frequency words. What will we read? We will read _______. Checking for Understanding Why is my a high-frequency word? My is a high-frequency word because____. Why is and a high-frequency word? Andis a high-frequency word because____. Why is go a high-frequency word? Gois a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. Concept Development A high-frequency wordis used more than other words.

18. Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice High-Frequency Words p. 4

19. Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice Checking for Understanding Teacher points to a word and says: Read this word ____________. Point to a sentence and say: Read this sentence. High-Frequency Sentences p. 3

20. Block 5: Performance & Rotational Activities Teacher Note Click the to go directly to the activity. Teacher gives directions for each rotational activity. • Teacher’s Choice • Select an activity for students to complete independently such as fine motor skills, discussing center rules, etc. • Refer to the following website for a variety of rotational center activities: • http://www.fcrr.org/studentactivities/01.htm • Materials: • Print out this slide and give each student a pencil and crayons. • Directions: • Tell the students they will draw how they are feeling today, such as happy, sad, mad or scared. Prior to the rotational activities, create pictures of happy, sad, mad and scared faces. Materials: Print out this slide, and provide sand or salt and a biscuit sheet. Directions: Students use their fingers to practise writing letters in sand or salt. Use this slide for reference of letter formation. • Materials: Print out this slide and give crayons to each student. • Directions: • Trace the sentence using the colour the sentence is about. Prior to activity, create an example by tracing the sentence with the correct colour. Students can also colour the picture.

21. used number 1820 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

22. Block 6: CAP/ Reading Comprehension (Make predictions.) Learning Objective We will make predictions. Concept Development • A prediction is what you think will happen in a story. • Make predictions by looking at the pictures. • Make predictions by reading the story. Playing in the Sand 1. William went to the beach. 2. He got out his bucket. 3. He got out his spade. 4. William spaded sand into his bucket. 5. He turned the bucket upside down. 27 words Declare the Objective Checking for Understanding What will we make? We will make_________. If we make a prediction that a story will be about a kangaroo, will this picture help? Yes/No If we make a prediction that a story will be about a kangaroo, will this picture help? Yes/No Predictwhat you think will happen next:

23. Block 6: CAP/ Reading Comprehension (Make predictions.) Skill Development & Guided Practice • A prediction is what you think will happen in a story. • Make predictions by looking at the pictures. • Make predictions by reading the story. Make predictions. Checking for Understanding 1Look at the title and picture. 2Read the story. (teacher reads; students track) 3Make a prediction. (Yes/No) 3 How did I/you make the prediction? The Bus Driver 1. Marty drove a red van. 2. One morning, he was driving some children to school. 3. Marty was not watching where he was going. 4. The van’s tyre hit a hole and got a flat tyre. 33 words

24. Block 6: CAP/ Reading Comprehension (Make predictions.) Relevance • A prediction is what you think will happen in a story. • Make predictions by looking at the pictures. • Make predictions by reading the story. Making predictions will help you know what will happen next in a story. 1 After looking at the picture and the title, I predict that this story will be about a super hero dog who helps others. Checking for Understanding • Does anyone else have another reason why it is relevant to make predictions?(Pair-Share) Why is it relevant to make predictions? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why?

25. Block 6: CAP/ Reading Comprehension (Make predictions.) Remember the Concept Skill Closure • A prediction is what you think will happen in a story. • Make predictions by looking at the pictures. • Make predictions by reading the story. Make predictions. 1Look at the title and picture. 2Read the story. (teacher reads; students track) 3Make a prediction. (Yes/No) A Prince 1. One day, a frog told a princess he was a prince. 2. The frog needed a kiss from the princess to turn into a prince. 3.The princess kissed the frog. 29 words Extended Thinking Using the picture, what can you predict about the story. Summary Closure What did you learn today about making predictions? (Pair-Share)

26. Block 7: Closing Teacher Note Provide sentence frames, if appropriate. (Example, I learned the letter _____.) • Name a letter you learned today. • Tell me the sound. • Tell me one thing about predictions. • Use the high-frequency words and, my, goandisin a sentence.