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Year One - Term 1, Day 34 Responses to Text

In this lesson, students will learn the alphabet, practice letter sounds, review high-frequency words, and blend sounds to make words.

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Year One - Term 1, Day 34 Responses to Text

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

  2. Block 1: Opening Declare the Objective Learning Objective Teacher Note: Method of Delivery • 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. 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 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 ____.”

  3. 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 _______________.”

  4. Block 1: Opening Daily Review 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_eand ow. Review the long i spellings i_e, igh, ie and y. Click here to hear the sounds. Skill Development & Guided Practice

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

  6. Block 2: Phonemic Awareness (Blend sounds to make words.) Learning Objective Teacher Note Declare the Objective Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. We will blend words. What will we blend? We will ________ words. Concept Development To blend is to put sounds together to make a word. Checking for Understanding 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 _________. tiiimmme time llliiinnne whyyy why line

  7. Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Teacher Note: Method of Delivery • 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/. Blend sounds together to make a word. ssstrrriiipe diiie stripe die tied tiiied

  8. Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Teacher Note: Method of Delivery • 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/. Blend sounds together to make a word. 1 2 whiiite ffflllyyy 3 4 5 6

  9. Block 2: Phonemic Awareness (Review of Identify short and long vowel sounds.) Learning Objective Declare the Objective Checking for Understanding We will identify short and long vowel sounds. What will we identify? We will identify ________. 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? 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. Teacher Note 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. Click here to hear the sounds. under umbrella sun cup unicorn uniform cube

  10. Block 2: Phonemic Awareness (Review of Identify short and long vowel sounds.) Learning Objective Declare the Objective Checking for Understanding We will identify short and long vowel sounds. What will we identify? We will identify ________. 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? 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. Teacher Note 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. huge umbrella sun cup menu uniform cube

  11. Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Teacher Note: Method of Delivery • 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) onwhiteboards.) • 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 theshort u or long u sound? S for short / L for long S L unicycle uncle

  12. Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Teacher Note: Method of Delivery • 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) onwhiteboards.) • 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 theshort u or long u sound? S for short / L for long L S bug cute

  13. Block 2: Phonemic Awareness (Review of Identifying short and long vowel sounds.) Guided Practice Teacher Note: Method of Delivery • 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) onwhiteboards.) • 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 theshort u or long u sound? S for short / L for long S L mule cup

  14. used number 2090 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

  15. Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Declare the Objective Learning Objective Teacher Note: Method of Delivery Checking for Understanding • 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 isound 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) We will read long iwords. 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? Is the long i in this word? What will we read? We will read _______. Concept Development 1 Long isays its letter name. Skill Development & Guided Practice 1

  16. Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Concept Development 2 Long isays its letter name. The long ican have different spellings. Checking for Understanding 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 iin this word? Is the long i in this word? Click here to hear the sounds. Long ihas 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 Notlong i pig milk

  17. Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Look at the word. • Does it have a long ispelling? (Remind students of the long ispellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) • Say the long isound. (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. Long i Does the word have a long ispelling? i_e Igh ie y

  18. Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Look at the sentences. • Read the sentence using the long ispellings 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.) Long i i_e igh Ie y

  19. Block 3: Phonics/Letter Formation/Spelling (Read long i words.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Read Starlight. • Read the story using the long ispellings 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.) Long i i_e igh Ie y

  20. Block 3: Phonics/Letter Formation/Spelling (Write long iwords.) Declare the Objective Learning Objective We will write long iwords. What will we write? We will write _______. Checking for Understanding 1 How did I/you trace the word? 2 How did I/you write the word? Skill Development & Guided Practice Write words. 1Trace1the word. 2Write the word on your own. Handwriting Workbook p. 32 Definitions 1draw over

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

  22. used number 1910 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

  23. 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 Does your dad like pears?, 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 Concept Development • Why is does a high-frequency word? • Doesis a high-frequency word because____. • What is a high-frequency word? • A high-frequency word is _________. A high-frequency wordis used more than other words.

  24. 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 Words Booklet p. 12

  25. 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. 16

  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 cut out the words. Also, provide three baskets labeled i_e, igh and y. Directions: Students will read and sort long ipatterned 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 iwords. 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.

  27. used number 1875 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

  28. Block 6: CAP/Reading Comprehension Quiz #2

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

  30. Block 7: Grammar (Identify simple sentences.) Remember the Concept 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. We will identify simple sentences. Periodic Review 2 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

  31. Block 7: Closing Teacher Note • Provide sentence frames, if appropriate. • (Example, I learned _______.) 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 doesin a sentence.

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