Foundation - Term 1, Day 16 Storytelling

1. Foundation - Term 1, Day 16 Storytelling Click here for the pacing calendar:

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 Learning Objective Declare the Objective We will practise1 the /p/ sound. What will we practise? We will practise ________. What does practise mean? Practise means to ________. Activate/Provide Prior Knowledge  Make the Connection Say the name of the picture. Students, a word is made up of letters. All letters have sounds. These words have the /p/ sound. Now, we will practise the /p/ sound. Click here to hear the letter sound. pan pig Definitions 1do something over and over again

8. Block 2: Phonemic Awareness Concept Development Words are made of sounds. Teacher Note At this point in the program, please do not review the concept of beginning, middle or ending sounds. Students are only expected to recognise that the /p/ sound is found in words. Explain to the students that a top is a toy. Activity: Place of Articulation To make the /p/ sound, put lips together and quickly pop them open while blowing out air. Checking for Understanding Make the /p/ sound. Is the /p/ sound in the word ___? / Is the /p/ sound in the word ___? / pig pan top fan Not the /p/sound pot bus snake

9. Block 2: Phonemic Awareness Concept Development Words are made of sounds. Teacher Note At this point in the program, please do not review the concept of beginning, middle or ending sounds. Students are only expected to recognise that the /p/ sound is found in words. Activity: Place of Articulation To make the /p/ sound, put lips together and quickly pop them open while blowing out air. Checking for Understanding Make the /p/ sound. Is the /p/ sound in the word ___? / Is the /p/ sound in the word ___? / pig pan top rope Not the /p/sound sock bus snake

10. Block 2: Phonemic Awareness Skill Development & Guided Practice Teacher Note: Method of Delivery • Students are practising the letter p sound. • Listen for the /p/ sound. (teacher says sound) • Students repeat the /p/ 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 /p/ 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 /p/ sound? pie hat

11. Block 2: Phonemic Awareness Skill Development & Guided Practice Teacher Note: Method of Delivery • Students are practising the letter p sound. • Listen for the /p/ sound. (teacher says sound) • Students repeat the /p/ 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 /p/ 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 /p/ sound? crayons pencil

12. Block 2: Phonemic Awareness Skill Development & Guided Practice Teacher Note: Method of Delivery • Students are practising the letter p sound. • Listen for the /p/ sound. (teacher says sound) • Students repeat the /p/ 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 /p/ 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 /p/ sound? glue cup

13. Block 2: Phonemic Awareness Skill Development & Guided Practice Teacher Note: Method of Delivery • Students are practising the letter p sound. • Listen for the /p/ sound. (teacher says sound) • Students repeat the /p/ 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 /p/ 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 /p/ sound? ship turtle

14. used number 2151 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 WheelofFUN

15. Block 3: Phonics/Letter Formation (Read the letter p.) Declare the Objective Learning Objective We will read the letter p. What will we read? We will read the _______. Activate/Provide Prior Knowledge  Make the Connection Say the name of the picture. Students, all words are made from different letters and sounds. One of the letters and sounds in pig is p, and it makes the /p/ sound. Today, we will read the letter p. Click here to hear the letter sound.

16. Block 3: Phonics/Letter Formation (Read the letter p.) Concept Development Teacher Note Teacher Note: Method of Delivery At this point in the program, please do not review the concept of beginning or ending sounds. Students are only expected to recognise that the /p/ sound is found in words. • 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 p. (Teacher then students. Pair-Share and call on non-volunteers) • Say the sound of the letter p. (Teacher then students; Pair-Share and call on non-volunteers) • Say the name of the picture. Teacher points to the pig. (Teacher then students; Pair-Share and call on non-volunteers) • (Example: p, /p/, pig) • All letters have a name and sound. • When we read the letter, we say its sound. Activity: Letter Chant Use “Three Blind Mice” melody to sing: P says /p/ P says /p/ Every letter makes a sound P says /p/ Checking for Understanding What is the name of this letter? The name of this letter is _____. What sound does the letter p make? The letter p makes the ______. Is the letter p in this word? / Is the letter p in this word? / Skill Development & Guided Practice

17. Block 3: Phonics/Letter Formation (Read the letter p.) Concept Development Teacher Note Teacher Note: Method of Delivery At this point in the program, please do not review the concept of beginning or ending sounds. Students are only expected to recognise that the /p/ sound is found in words. • 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 p. (Teacher then students. Pair-Share and call on non-volunteers) • Say the sound of the letter p. (Teacher then students; Pair-Share and call on non-volunteers) • Say the name of the picture. Teacher points to the pig. (Teacher then students; Pair-Share and call on non-volunteers) • (Example: p, /p/, pig) • All letters have a name and sound. • When we read the letter, we say its sound. Activity: Letter Chant Use “Three Blind Mice” melody to sing: P says /p/ P says /p/ Every letter makes a sound P says /p/ Checking for Understanding What is the name of this letter? The name of this letter is _____. What sound does the letter p make? The letter p makes the ______. Is the letter p in this word? / Is the letter p in this word? / Skill Development & Guided Practice

18. Block 3: Phonics/Letter Formation (Read the letter p.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter p by alternating between teacher and students five times. • Is the letter p in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the letter p 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 such as piiinnn, sssiiit; 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 p in the word? • pin sit

19. Block 3: Phonics/Letter Formation (Read the letter p.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter p by alternating between teacher and students five times. • Is the letter p in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the letter p 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 such as duuck, paaannnts; 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 p in the word? • duck pants

20. Block 3: Phonics/Letter Formation (Read the letter p.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter p by alternating between teacher and students five times. • Is the letter p in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the letter p 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 such as sssiiip, sssiiink; 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 p in the word? • sip sink

21. Block 3: Phonics/Letter Formation (Read the letter p.) Skill Development & Guided Practice Teacher Note: Method of Delivery • Practise reading the letter p by alternating between teacher and students five times. • Is the letter p in the word? (Pair-Share, call on non-volunteers, and use / whiteboards.) • Say the letter p 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 such as mmmaaap, iiinnn; 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 p in the word? • map in

22. Block 3: Phonics/Letter Formation (Write the letter p.) Declare the Objective Teacher Note Learning Objective • Upper case P • start at the top line and stroke down to the bottom line • then, from the top line, curve clockwise down to the dashed line, connecting to the stroke • lower case p • start at the dashed line and stroke down past the bottom line • then, from the bottom line slant up to the dashed line, and curve down to the bottom line, connecting to the stroke We will write the letter P. We will write the letter P. What will we write? We will write the _______. Concept Development Checking for Understanding Letters are written in two ways: The letter P is written in two ways: Which letter is the upper case __? How do you know? Which letter is the lower case __? How do you know?

23. Block 3: Phonics/Letter Formation (Write the letter p.) Skill Development & Guided Practice Teacher Note • The dark purple dot indicates where to start. • Upper case P • start at the top line and stroke down to the bottom line • then, from the top line, curve clockwise down to the dashed line, connecting to the stroke • lower case p • start at the dashed line and stroke down past the bottom line • then, from the bottom line slant up to the dashed line, and curve down to the bottom line, connecting to the stroke Write the letter P. 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. 17 Definitions 1draw over

24. used number 1992 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. WheelofFUN

25. Block 4: High-Frequency Words & Voc. Development Declare the Objective Learning Objective We will read high-frequency words. What will we read? We will read _______. Activate/Provide Prior Knowledge  Make the Connection Track and read the sentence with me. 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. I like my . dog I like my . cat

26. Block 4: High-Frequency Words & Voc. Development Concept Development 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 I see my mum, to emphasise the meaning of a high-frequency word. A high-frequency wordis used more than other words. Activity: High-Frequency Chant Checking for Understanding Use hand gestures for this chant. Make an m and y with arms. M-y M-y That spells “my” M-y M-y My, my, my!!!! (pointing to oneself) Why is my a high-frequency word? my is a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. I see my I see my . • my my teacher I like my I see my . ball

27. Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice Read each high-frequency word three times. Read the sentences. Checking for Understanding Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. I see my I see my . pig I like my I like my . crayons

28. Declare the Objective Learning Objective Teacher Note Teacher Note: Method of Delivery Consider taking a trip to the library. 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. • Ask five students per question: • What do students do in a classroom? What do students do in a library? (Pair-Share and call on non-volunteers) • Name a place around school and tell me what we do there. (Pair-Share and call on non-volunteers) We will read places around school words. What will we read? We will read _______. Concept Development There are different places around school. Checking for Understanding Point to a vocabulary word and ask: What is this place? This is the _________. What do students do in a classroom? In a classroom, students ________. What do students do in a library? In a library, students ___________. Skill Development & Guided Practice

29. 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: • Practise tracing name worksheet for each student and give a pencil to each student. • Refer to the website below for worksheet: • http://www.kidzcopy.com/my-name • Directions: • Prior to this activity, create tracing name worksheets for each student. When using the website provided, please select the QLD font (Queensland font). • Materials: • Print out this slide and give crayons to each student. • Directions: • Trace the letter using each colour of the rainbow. • Materials: Print out this slide and give a pencil to each student. • Directions: • Trace and draw different lines and shapes.

30. used number 1956 Brain Break Teacher Note Click on the wheel to spin. This activity will take about five minutes. 2148 1860 1990 1933 1873 2136 2109 1905 2150 1864 2095 1874 2153 1822 2080 1991 1875 2056 1976 1940 1928 1818 2145 1970 2147 2076 2120 1911 1919 2017 1838 1982 1914 1930 2097 2133 WheelofFUN

31. Block 6: CAP/ Reading Comprehension (Identify parts of a book.) Declare the Objective Learning Objective Teacher Note Teach the concept of title and author and review front cover and back cover of a book. Please use realia and select a classroom book to demonstrate the parts: front cover, title, author and back cover. Select simple grade-appropriate books for the students to use during this block, if possible. What will we identify? We will identify _________. What does identify mean? Identify means to ___________. We will identify1 parts of a book. Concept Development • A book is the story we read. • The front cover is at the beginning of the book. • The back cover is at the end of the book. • The title is the name of the book. • The author is the person who wrote the book. Checking for Understanding Select a book and ask the students. Is this the author of the book? / Is this the title of the book? / Is this the front cover of the book? / Definitions 1find

32. Block 6: CAP/ Reading Comprehension (Identify parts of a book.) Teacher Note: Method of Delivery Skill Development & Guided Practice • Please distribute one book for each student. • Teacher points out and reads the title or name of a book. Students copy teacher. • Teacher points out and reads the author of the book. Students copy teacher. • Teacher demonstrates the front cover of a book by holding it upright. Make sure to explain to the students how to hold a book correctly. Show a non-example of incorrectly holding a book, such as upside down. Students copy teacher using their own book. • Teacher demonstrates the back cover by flipping the book over. Students copy teacher. • Pair-Share: Teacher asks students to point to the author of the book. • Have partners show each other the front of the book. • Have partners show each other the back of the book. • Have the partners show each other how to open a book. • Teacher asks the students point to the title of the book. • Partners switch books and repeat.

33. 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, review CAP, 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.

34. Block 7: Closing Teacher Note Provide sentence frames, if appropriate. (Example, I learned a place around school is _____.) • What did you learn about the letter P? • Name a part of a book. • Name a place around school. • Use the high-frequency words in a sentence. • “I like my ____.” • “I see my ____.”