Foundation - Term 1, Day 9 Foundation Begins

1. Foundation - Term 1, Day 9 • Foundation Begins

2. Block 1: Opening Activity: Name Song Teacher Note: Method of Delivery 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. 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 _______. 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! Today is ______________. 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, 22nd of July, 2015. Checking for Understanding What is today’s date? “Today is _______________.”

5. Block 1: Opening Daily Review Teacher Note: Method of Delivery • Alternate between the pattern of letter name, sound and word between teacher and student. The pattern of saying the letter name, sound and word should be repeated five 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) 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: Phonemic Awareness (Review Letter A.) Learning Objective Teacher Note Checking for Understanding When you see “short a,” insert short a sound; do not say “short a sound.” We will practise the short a sound. What will we practise? We will practise ________. Concept Development Activity: Place of Articulation Words are made of sounds. The short a sound comes from the middle of the mouth and the tip of your tongue is pointing low. Checking for Understanding Make the short a sound. Is the short a sound in the word ___? / Is the short a sound in the word ___? / Click here to hear the letter sound. apple add cat ant Not the short a sound pig two sun

8. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? add

9. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? pot

10. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? fan

11. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? rat

12. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? bike

13. Block 2: Phonemic Awareness (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Students are practising the short a sound. When you see “short a,” insert short a sound; do not say “short a sound.” The second a in the word “animal” does not make the short a sound. Students should only recognise the short a sound at the beginning of the word. • Listen for the short a sound (insert short a sound). (teacher says sound) • Students repeat the short a sound (insert short a sound). (Pair-Share; select five non-volunteers) • Say the word. (Teacher then students, alternating between teacher and students five times; call on non-volunteers) • Does the word have the short a sound? (Pair-Share and use / 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. Does the word have the short a sound? animals

14. used number 2079 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

15. Block 3: Phonics/Letter Formation (Review Letter A.) Learning Objective Declare the Objective We will read the letter a. What will we read? We will read _______. Concept Development Activity: Letter Chant • All letters have a name and sound. • When we read the letter, we say its sound. Use “Three Blind Mice” melody to sing: A says (insert short a sound) A says (insert short a sound) Every letter makes a sound A says (insert short a sound) Click here to hear the letter sound. Checking for Understanding What is the name of this letter? The name of this letter is _____. What sound does the letter a make? The letter a makes the ______.

16. Block 3: Phonics/Letter Formation (Review Letter A.) Concept Development Teacher Note Teacher Note: Method of Delivery The second a in the words anteater and animal do not make the short a sound. Students should only recognise the short a sound at the beginning of the word. • 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 a. (Teacher then students. Pair-Share and call on non-volunteers) • Say the short a sound (insert short a sound). (Teacher then students; Pair-Share and call on non-volunteers) • Say the name of the picture. Teacher points to the apple. (Teacher then students; Pair-Share and call on non-volunteers) • (Example: a, short a, apple) Checking for Understanding Letter a Is the letter a in this word? / Is the letter a in this word? / Not an example of a Skill Development & Guided Practice

17. Block 3: Phonics/Letter Formation (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Practise reading the letter a by alternating between teacher and students five times. • Is the letter a in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the short a sound (insert short a sound). (Teacher then students, alternating between teacher and students five times; 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 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. Is the letter a in the word?

18. Block 3: Phonics/Letter Formation (Review Letter A.) Guided Practice Teacher Note: Method of Delivery • Practise reading the letter a by alternating between teacher and students five times. • Is the letter a in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the short a sound (insert short a sound). (Teacher then students, alternating between teacher and students five times; 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 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. Is the letter a in the word?

19. Block 3: Phonics/Letter Formation (Review Letter A.) Learning Objective Teacher Note Declare the Objective • upper case • start at the top line and move down in a slant to the bottom line • then, make another slant on the other side to the bottom line • connect the two slanted lines by making a stroke on the dashed line • lower case • start at the dashed line, move along the line in an anticlockwise direction; make a smooth turn down to bottom line, then curve up and slant to the dashed line • end by stroking down to the bottom line We will write the letter A. What will we write? We will write _______. Concept Development Checking for Understanding  Letters are written in two ways: Which letter is the upper case __? How do you know? Which letter is the lower case __? How do you know?

20. Block 3: Phonics/Letter Formation (Review Letter A.) Skill Development & Guided Practice Teacher Note • The dark purple dot indicates where to start. • upper case • start at the top line and move down in a slant to the bottom line • then, make another slant on the other side to the bottom line • connect the two slanted lines by making a stroke on the dashed line • lower case • start at the dashed line, move along the line in an anticlockwise direction; make a smooth turn down to bottom line, then curve up and slant to the dashed line • end by stroking down to the bottom line Write the letter A. 1Trace1 the 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. 10 Definitions 1draw over

21. used number 2065 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

22. Block 4: High-Frequency Words & Voc. Development (Review) Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Concept Development A high-frequency wordis used more than other words. Activity: High-Frequency Chant Chants can be used during the lesson and throughout the day to get the students’ attention. Say the chant and have the students repeat it. This should be done about three to five times. Use “are you sleeping?” melody to sing: l-i-k-e l-i-k-e like likelike l-i-k-e spells like l-i-k-e spells like l-i-k-e l-i-k-e I I . run Checking for Understanding 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 _________. I like . like carrots

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

24. 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 Sentences p. 3

25. Block 4: High-Frequency Words & Voc. Development Learning Objective Teacher Note: Method of Delivery Declare the Objective • Ask five students per question: • Which is a book? Which is a whiteboard? (Pair-Share and call on non-volunteers) • Tell me a school tool and tell me what it is used for. (Pair-Share and call on non-volunteers) We will read school tool words. What will we read? We will read _______. Concept Development Teacher Note: Method of Delivery Use concrete objects for the vocabulary words. 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. School tools are used in school. Checking for Understanding Point to a vocabulary word and ask: What do we call this? What is a book used for? A book is used to ___. What is a whiteboard used for? A whiteboard is used to ___. Skill Development & Guided Practice

26. Block 5: Performance & Rotational Activities Teacher Note Click the to go directly to the activity. Teacher gives directions for each rotational activity. • Materials: • Print out this slide and give a pencil to each student. • Directions: • Say the name of the letter. • Say the sound of the letter. • Say the word. • Students circle the pictures that have the sound of the letter. • Materials: • Print out this slide and give a pencil to each student. • Directions: • Fold the paper into a book. • Teacher/assistant and student will track and read the high-frequency word sentences. Then students will trace the high-frequency words. • Materials: • Print out this slide and give crayons to each student. • Directions: • Practise tracing the letter using each colour of the rainbow. • Materials: Different colours of playdough. • Directions: • Create different shapes with the playdough. • Create the upper case and lower case letter with playdough.

27. used number 2006 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

28. Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories for each week. We have provided a suggested list below, but feel free to select a different book. Prior to each story, define unknown words and conduct a picture walk. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 1.

29. Block 7: Closing Teacher Note Provide sentence frames, if appropriate. (Example, I learned the school tool _____.) What did you learn about the letter A? Tell me one thing about the story we read. What school tool did you learn about? Use the words I like in a sentence. “I like ___.”