Dghadhhjj bgff fffb ff

Year One - Term 1, Day 43

Review

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.

“ The alphabet is all the letters.”

Skill Development & Guided Practice

Checking for Understanding

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 ____.”

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.

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, 22 nd of July, 2015.

Checking for Understanding

What is today’s date?

“ Today is _______________.”

Block 1: Opening

Daily Review

Click here to hear the sounds.

Long a

a pe

tr ai n

pl ay

t a p e

Long e

e agle

j ee p

b ea ns

Long o

o val

c oa ch

d oe b o n e

m ow

Long u

u niform

/oo/ sound

h u g e

fl u t e

c ue

f ew

pr u n e

gl ue

ch ew

Long i

i ce

m i c e

n igh t

d ie

cr y

Skill Development & Guided Practice

Teacher Note: Method of Delivery

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.

Review the long u spellings u_e, ue and ew.

Review the long u with the /oo/ sound spellings u_e, ue and ew.

Block 1: Opening

Daily Review

High-Frequency Words – Term 1

I

me

see

him

and

look

when

a

her

is

where

the

say

you

by

what

to

she

does

how

no

he

ask

who

yes

play

we

in

go

my

are

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 whisper a word he is pointing to.

4. Teacher asks students to read the word she is pointing to in a squeaky voice .

Block 2: Phonemic Awareness (Review of Recognise rhyming words.)

Learning Objective

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.

Declare the Objective

We will recognise rhyming words.

What will we recognise ?

We will recognise ________.

Guided Practice

Remember the Concept

Rhyming words have the same ending sound .

Recognise rhyming words .

1 Listen to the rhyming words. (teacher says words)

2 Listen to the name of each picture.

3 Recognise the other rhyming word. Do the words rhyme? yes or no

Checking for Understanding

3 How did I/you recognise the rhyming word?

[lube, tube]

Teacher Note

This series of words should be reread with each picture. For example, lube, tube, cube and then, lube, tube, tune.

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?

cube

tune

[few, grew]

clue

threw

Block 2: Phonemic Awareness (Blend words.)

Guided Practice

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.

Remember the Concept

Rhyming words have the same ending sound .

Listen to the set of words.

Do the words rhyme? yes or no

1

How do you know?

glue, blue, mule

2

3

prune, tune, June

new, crew, stew

4

hive, five, dive

5

coat, boat, rope

6

feet, meat, seat

Teacher Note

Students do not need to see this PPT slide.

Ask multiple non-volunteers to respond to the rhyming words. Provide a sentence frame:

The words rhyme because __________.

The words do not rhyme because ________.

no

yes

yes

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?

yes

no

yes

Block 2: Phonemic Awareness (Blend words.)

Learning Objective

Declare the Objective

We will blend words.

What will we blend ?

We will ________ words.

Guided Practice

Remember the Concept

To blend is to put sounds together to make a word .

tuba

flew

hhhuuuge

ffflllleeew

tuuuba

huge

Teacher Note: Method of Delivery

Click to see the picture for the blended word.

• Teacher points to picture and says /flew/. Teacher stretches out the word /fffllleeew/. Teacher says, “Take a breath before we blend.” Students stretch out the word /fffllleeew/. Repeat five times alternating between teacher and students. CFU: Select five random students say /fffllleeew/. Teacher says the word /flew/. Students say the word /flew/.
• Teacher points to picture and says /flew/.
• Teacher stretches out the word /fffllleeew/.
• Teacher says, “Take a breath before we blend.”
• Students stretch out the word /fffllleeew/.
• Repeat five times alternating between teacher and students.
• CFU: Select five random students say /fffllleeew/.
• Teacher says the word /flew/.
• Students say the word /flew/.

Block 2: Phonemic Awareness (Blend sounds to make words.)

Guided Practice

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.

Blend sounds together to make a word.

1

2

prrruuunnne

cheeew

3

drrreeew – drew

4

cuuute – cute

5

hhhuuue – hue

6

ffflllaaammme – flame

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?

7

sssteeealll – steal

8

ssstrrriiipe –stripe

Teacher Note: Method of Delivery

Click to see the picture for the blended word.

• Teacher points to picture and says /chew/. Teacher stretches out the word /cheeew/. Teacher says, “Take a breath before we blend.” Students stretch out the word /cheeeew/. Repeat five times alternating between teacher and students. CFU: Select five random students say /cheeew/. Teacher says the word /cheeew/. Students say the word /chew/.
• Teacher points to picture and says /chew/.
• Teacher stretches out the word /cheeew/.
• Teacher says, “Take a breath before we blend.”
• Students stretch out the word /cheeeew/.
• Repeat five times alternating between teacher and students.
• CFU: Select five random students say /cheeew/.
• Teacher says the word /cheeew/.
• Students say the word /chew/.

used number

2035

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.

Teacher Note

Click on the wheel to spin. This activity will take about five minutes.

1920-1980

1980-2040

2040-2100

2100-2160

1800-1860

1860-1920

Wheel of F U N

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

Activity 2

Sing ABC Song

Activity 3

(Teacher sings along with students. Refer to alphabet song.)

Teacher Says

Activity 4

(This activity is the same as Simon Says except use teacher.)

Stretch!

Activity 5

(Lead the students in some stretches.)

Teacher’s Choice

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 )

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u words.)

Learning Objective

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.

Declare the Objective

We will read long u words.

What will we read?

We will read _______.

Concept Development 1

Checking for Understanding

Some long u words say its letter name.

What is the name of this letter?

The name of this letter is _____.

What sound does the long u make?

The long u makes the ______.

Is the long u in this word?

Is the l ong u in this word?

up

Long u

Not long u

unicorn

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

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. For this activity, students are recognising the long u 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: u, long u sound, uniform)

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u words.)

Teacher Note

Concept Development 2

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 a long u spelling is generally said as a long u sound when it comes after the following consonant sounds: m, k, f, b, v and h.

Long u says its letter name.

Some long u words are spelled u_e, ue and ew .

Long u has different spellings:

u_e: It is usually in the beginning or middle of a word.

ue: It is usually at the end of a word.

ew: It is usually at the end of a word.

Positional Frequency

Checking for Understanding

What is the name of this letter?

The name of this letter is _____.

What sound does the long u make?

The long u makes the ______.

Is the l ong u i n this word?

Is the long u in this word?

Long u - Spelling

u_e

ue

ew

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?

When a vowel makes a long sound, it’s the same sound as its name. When two vowels go walking, the first one does the talking.

cube

Not long u

hug sun

rug

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound words.)

Teacher Note

Concept Development 3

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 a long u where the sound transitions into /oo/ follows other consonant sounds except: m, k, f, b, v and h.

Explain the spelling for long u and /oo/ are quite similar.

Long u also makes the / oo / sound.

Long u words that say / oo / can be spelled u_e , ue and ew .

Long u with the /oo/ sound has different spellings:

u_e: It is usually in the middle of a word.

ue: It is usually at the end of a word.

ew: It is usually at the end of a word.

Positional Frequency

Long u with the /oo/ sound

u_e

ue

ew

Checking for Understanding

What is the name of this letter?

The name of this letter is _____.

What sound does the long u also make?

The long u also makes the ______.

Is the l ong u with the /oo/ sound i n this word?

Is the l ong u with the /oo/ sound

i n this word?

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?

When a vowel makes a long sound, it’s the same sound as its name. When two vowels go walking, the first one does the talking.

flute

Not long u with the /oo/ sound

mud

blue

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound words.)

Guided Practice

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.

Does the word have a long u spelling?

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?

Teacher Note: Method of Delivery

Explain to the students muse is someone who helps someone paint, write or make music.

• Look at the word.
• Does it have a long u spelling? (Remind students that the long u spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes / no whiteboards.)
• Say the long u sound. (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 nnneeew, mmmuuute, uuup, fffuuummme. Remind students that that theses spellings say the long u 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.

Long u spellings

ue

ew

u_e

Block 3: Phonics/Letter Formation/Spelling (Review reading long u and /oo/ sound words.)

Guided Practice

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.

Does the word have a long u spelling with the /oo/ sound?

tube

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?

Teacher Note: Method of Delivery

• Look at the word.
• Does it have a long u spelling? (Remind students that the long u with the /oo/ sound has different spellings and describe their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes / no whiteboards.)
• Say the long u sound with the /oo/ sound. (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 fffllluuuke, thrrreeew, duuude, tuuube . Remind students that some spellings say the /oo/ sound for long u . 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.

Long u ( m, k, f, b, v and h ) and /oo / sound

ue

ew

u_e

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound words.)

Guided Practice

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.

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?

Long u ( m, k, f, b, v and h ) and /oo / sound

Teacher Note: Method of Delivery

ue

ew

u_e

• Read the sentences.
• Read the story using the long u and /oo/ 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.)

Block 3: Phonics/Letter Formation/Spelling (Review of Reading long u and /oo/ sound words.)

Guided Practice

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.

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?

Long u ( m, k, f, b, v and h ) and /oo / sound

Teacher Note: Method of Delivery

ue

ew

u_e

• Read The Bird and the Mule .
• Read the story using the long u and /oo/ 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.)

Block 3: Phonics/Letter Formation/Spelling (Write words.)

Learning Objective

We will write words.

Declare the Objective

What will we write?

We will write _______.

Skill Development/Guided Practice

Write words.

1 Trace the word.

2 Write the word on your own.

Checking for Understanding

1 How did I/you trace the word?

2 How did I/you write the word?

Handwriting Workbook p. 42

Block 3: Phonics/Letter Formation/Spelling (Spell words.)

Learning Objective

Declare the Objective

We will spell words.

What will we spell?

We will spell _______.

Spelling Workbook p. 63

Teacher Note

Refer to the spelling workbook for daily activity.

used number

1895

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.

Teacher Note

Click on the wheel to spin. This activity will take about five minutes.

1920-1980

1980-2040

2040-2100

2100-2160

1800-1860

1860-1920

1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133

2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976

Wheel of F U N

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

Activity 2

Sing ABC Song

Activity 3

(Teacher sings along with students. Refer to alphabet song.)

Teacher Says

Activity 4

(This activity is the same as Simon Says except use teacher.)

Stretch!

Activity 5

(Lead the students in some stretches.)

Teacher’s Choice

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 )

Block 4: High-Frequency Words & Voc. Development (Review)

Learning Objective

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.

Declare the Objective

We will read high-frequency words.

What will we read?

We will read _______.

Concept Development

Checking for Understanding

A high-frequency word is used more than other words.

Why is ask a high-frequency word?

Ask is a high-frequency word because____.

Why is in a high-frequency word?

In is a high-frequency word because____.

What is a high-frequency word?

A high-frequency word is _________.

High-Frequency Words

ask

Sentence

May I ask a question?

in

The flute is in the case.

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?

21

Block 4: High-Frequency Words & Voc. Development (Review)

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 Words Booklet p. 13

Block 4: High-Frequency Words & Voc. Development (Review)

Guided Practice

Checking for Understanding

Read each high-frequency word three times.

Teacher points to a word and says: Read this word ____.

Point to a sentence and say: Read this sentence.

what

ask

in

where

Read the sentences.

He will ask for help.

Where is the blue crayon?

He will stay in bed.

Block 4: 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.

Story Vocabulary

Teacher Note

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.

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?

24

Block 5: Performance & Rotational Activities

Rotational Activity 1

Teacher Guided: Sort long i, o and u words

Rotational Activity 2

Rotational Activity 3

Teacher Guided: Read and write words

Mix it, fix it, write it high-frequency words

Rotational Activity 4

Teacher Guided: Write an informational piece about an object

Teacher Note

Click the to go directly to the activity.

Teacher gives directions for each rotational activity.

Materials:

Print out this slide and give each student a pencil, crayons and markers.

Directions :

Unscramble the high-frequency word and write it with a pencil. Next, using the correct spelling, write the high-frequency word with a crayon. Then, write the word with a marker. Last, read the word three times.

Materials: Print out this slide and cut out the words. Also, provide three baskets labeled long o, i and u.

Directions :

Students will read and sort words by long i, o, and u into three labeled baskets.

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 and long vowel words. Then students will trace the words.

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. Then, have the students 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 (Retell facts from text.)

Learning Objective

Remember the Concept

We will recall facts from text.

To recall is to say facts from the text .

• Facts are pieces of information.
• We recall text by remembering the facts .

Periodic Review 2

Roses

1. There are many kinds of roses.

2. Climbing roses grow tall and in many directions. 3. Hybrid tea roses come in many colours. 4. Garden roses smell really good.

5. Standard roses have little to no smell. 33 words

Teacher Note: Method of Delivery

• Listen to the text.
• Recall the text by remembering the facts.
• Give me a fact. “______________ is a fact from the text. ” (Teacher then students; Pair-Share then call on non-volunteers.)

Answer are given orally for this lesson.

Extended Thinking

Is “Sunflare roses are yellow” a fact from the text?

Is “Hybrid tea roses come in many colours” a fact from the text?

Retell facts from the text to your partner.

Block 6: CAP/Reading Comprehension

Teacher Instructions : This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 1.

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.

Reading Comprehension Strategies ACELY 1660, ACELY 1659

Review CAP

Suggested Story Choices

Respond to Text Poster

There’s a Sea in my Bedroom (1989) by Margaret Wild, Penguin Books, Australia

Discuss the front cover, back cover, author, illustrator and title of the book before reading.

Imaginative Text :

ACELT 1583

Who is the character?

When Henry Caught Imaginitis ( 2007) by Nicholas Bland, Scholastic, Lindfield, NSW

Define difficult or unknown vocabulary words

What is the setting?

Describe the plot. What is the problem? What is the solution?

Picture Walk

The Truth About Penguins (2010) by Meg McKinlay, Walker Books Australia

Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction.

What did you like about the story?

What did you dislike about the story?

Bilby Secrets ( 2015) by Edel Wignel, Candlewick

Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “ Can you predict what this book is about?”

How I Became a Pirate (2003) by Melinda Long, Harcourt Children’s Books

Informative Text:

Name a fact from the text.

Extra list of books: https://online.det.nsw.edu.au/prc/booklist/listBooksByTitle.html?letter=K&levelId=1

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?

used number

2115

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.

Teacher Note

Click on the wheel to spin. This activity will take about five minutes.

1920-1980

1980-2040

2040-2100

2100-2160

1800-1860

1860-1920

Wheel of F U N

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

Activity 2

Sing ABC Song

Activity 3

(Teacher sings along with students. Refer to alphabet song.)

Teacher Says

Activity 4

(This activity is the same as Simon Says except use teacher.)

Stretch!

Activity 5

(Lead the students in some stretches.)

Teacher’s Choice

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 )

Block 7: Grammar (Use ending punctuation.)

Learning Objective

.

?

Statement

I am six.

!

Question

Exclamation

Where is the cat ?

It was hot !

We will use ending punctuation.

Periodic Review 1

1

Igneous rocks are a type of rock.

2

3

. ? !

A geologist studies rocks.

What are volcanoes?

4

. ? !

Volcano rocks are hot!

. ? !

. ? !

Extended Thinking

Add the correct ending punctuation to the sentences in the text below.

What do plants need__ Plants need

water __ Plants need sunlight __ Plants need food __ Plants need a lot of things __

Block 7: Grammar (Identify simple sentences.)

Learning Objective

Declare the Objective

We will identify simple sentences.

What will we identify?

We will identify _______.

Grammar Workbook p. 10

Teacher Note

Refer to the spelling workbook for daily activity.

Block 7: Closing

Teacher Note

Provide sentence frames, if appropriate.

(Example, I learned _______.)

Tell me something about the long u .

Retell what happened in the story we read today.

Recall a fact from the text.

Use the high-frequency words what and does in a sentence.