english...1. place the frozen banana and strawberry slices in a food processor or powerful blender....
TRANSCRIPT
English Pre-primary
SET 3 Activity Book
ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.
Sun, Sand and Surf
Set 3 Activity Book
First published 2015 © Department of Education WA (Revised 2020)
Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.
Requests and enquiries concerning copyright should be addressed to:
Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]
Department of Education
This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au
https://creativecommons.org/licenses/by-nc/4.0/
Sun, sand and surf Let’s share – Day 1
© Department of Education WA 2015 – ECEENGLISHPPSet3
3
At the beach I can see
What can you see? I can see
Sun, sand and surf Let’s explore phonics – Day 1
© Department of Education WA 2017 – ECEENGLISHSPPSet3
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Phonics cards Ss Bb
Ss Bb
Pre-primary English Ready to print
© Department of Education WA 2017 – ECEENGLISHPP
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Ready to print
Relax your shoulders and arms.
Place your non-writing arm on the desk and use the hand to hold the paper still.
Tilt the paper.
Place your feet comfortably on the floor.
Relax your fingers and pick up your pencil. Hold your pencil (or crayon) correctly.
Right handed grip. Thumb and second finger hold the pencil.
First (pointer) finger rests on top.
Left handed grip. Thumb and second finger hold the pencil.
First (pointer) finger rests on top
Sun, sand and surf Let’s read and write – Day 1
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Sight word cards
come come made Come the the made The said said put put We Put we we
Sun, sand and surf Let’s explore phonics – Day 1
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Snaky Ss
S S S S ____________ ____________ ____________ ____________
s s s s ____________ ____________ ____________ ____________
Circle the objects that begin with ‘s’.
Pre-primary English Alphabet chart
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Alphabet chart
Aa Bb Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll Mm Nn
Oo Pp Qq Rr Ss Tt Uu
Vv Ww Xx Yy Zz
Sun, sand and surf Let’s begin – Day 2
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Beach walking
Walking over wet sand leaving tracks behind. Stepping over seaweed washed up by the tide. Walking up a sand hill puffing to the top. Running down the other side panting to a stop!
Sun, sand and surf Let’s explore phonics – Day 2
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Letter cards
A a C c D d I i H h M m N n S s T t O o U u B b
Sun, sand and surf Let’s read and write – Day 2
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Sunny said
sai_ sa_ _ s_ _ _
com_ co_ _ c_ _ _
said
come
Sun, sand and surf Let’s share – Day 2
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What can I take to the beach?
What can I take? I can take
Sun, sand and surf Let’s begin – Day 3
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One, two, three, four, five
One, two, three, four five, Once I caught a fish alive!
Six, seven, eight, nine, ten, Then I let it go again!
Why did you let it go? Because it bit my finger so. Which finger did he bite? This little finger on my right.
can catch a fish.
Sun, sand and surf Let’s read and write – Day 3
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Printing Bb
B B B B _ _ _ b b b b _ _ __ees in a _u_ _le!
Sun, sand and surf Let’s read and write – Day 3
© Department of Education WA 2017 – ECEENGLISHPPSet3
Waves
15
Sun, sand and surf Let’s read and write – Day 4
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In the waves I saw 1
staple here
In the waves I saw
staple here
In the waves I saw
Sun, sand and surf Let’s read and write – Day 4
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In the waves I saw 2
staple here
In the waves I saw
staple here
In the waves I saw
Sun, sand and surf Let’s read and write – Day 4
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In the waves I saw 3
staple here
In the waves I saw
staple here
In the waves I saw
Pre-primary English News chart
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News chart
1. Colour? 2. Feel?
3. Made from? 4. Used for?
Sun, sand and surf Let’s explore phonics – Day 4
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Rhyme cards 1
Sun, sand and surf Let’s explore phonics – Day 4
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Rhyme cards 2
tin eye
Sun, sand and surf Let’s begin – Day 4
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Here is the sea
The sea is wavy, the wavy sea,
This is the boat and this is me.
The little fish swim down below,
wiggle their tails and go go go.
The theThe the the
Sun, sand and surf Let’s share – Day 5
© Department of Education WA 2017 – ECEENGLISHSPPSet3
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Bingo boards
can I am see the he said come saw
up and can saw the said am we come
Sun, sand and surf Let’s explore phonics – Day 5
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Sentence fun
_ees are buzzing below a blueberry bush _aby _ibi blew big bubbles _am’s sister _uzy sat on the slippery slide _obby batted the ball with his bat _en bear bit six bananas
Sun, sand and surf Reflection – Day 5
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Reflection Please complete this reflection to assist with assessment of the student’s skills and performance today. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.
The student can No help
Some help
Lots of help Comments
discuss and record personal knowledge
recognise that letters have a sound and a name
recognise upper and lower case letters Ss
print upper and lower case letters Ss
use picture cues and beginning sounds to predict text
demonstrate early reading skills
recognise and read ‘come’ and ‘Come’
recognise and read ‘said’
demonstrate early printing skills
demonstrate early writing skills
use adjectives to describe the sound, sight, feel and smell of places and objects
recognise a variety of upper and lower case letters
print a variety of upper and lower case letters
Sun, sand and surf Reflection – Day 5
© Department of Education WA 2017 – ECEENGLISHPPSet3
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The student can No help
Some help
Lots of help
Comments
use known letters to make and sound two and three letter words
identify rhyming words
recognise and read ‘the’
interpret the story in a poem
recognise upper and lower case letters Bb
print upper and lower case letters Bb
answer questions to display understanding of text
identify initial sounds
follow oral instructions
retell a story using picture prompts
recognise some punctuation – full stops, capital letters, exclamation marks, question marks
label a model.
Other comments
Sun, sand and surf Let’s share – Day 6
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At the beach I can
What can you do? At the beach I can
Sun, sand and surf Let’s explore phonics – Day 6
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On the ocean
O O O O O O
o o o o o o __ __ __
Sun, Sand and Surf Let’s explore phonics – Day 6
© Department of Education WA 2017 – ECEENGLISHSPPSet3
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Phonics cards Oo Uu
Oo Uu
Sun, sand and surf Let’s read and write – Day 6
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Spelling with /o/
o o o o o o o o o o c dh n c m s c n s b b b d d d t t t t o n
Sun, sand and surf Let’s read and write – Day 7
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Be sun smart!
Wear sunscreen. Wear a hat and shirt. Wear sunglasses. Play in the shade.
Sun, sand and surf Let’s share – Day 7
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I can be sun smart
Sun, sand and surf Let’s explore phonics – Day 7
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Rhyme time!
Circle the one that does not rhyme.
Sun, sand and surf Let’s share – Day 8
© Department of Education WA 2017 – ECEENGLISHPPSet3
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I spy at the beach
octopus underwater orange otter
under umbrella octagon up
Sun, sand and surf Let’s explore phonics – Day 8
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Under the umbrella
U U U U
u u u u u u
Sun, sand and surf Let’s read and write – Day 8
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We made, we put
___ _____ a cup cake ___ ____ in the cake ___ _____ pink icing ___ ____ the icing on top ___ ____ on top
Sun, sand and surf Let’s read and write – Day 9
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I made a sand castle 1
staple here
First I
staple here
Then I
Sun, sand and surf Let’s read and write – Day 9
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I made a sand castle 2
staple here
I
staple here
After that I
Sun, sand and surf Let’s read and write – Day 9
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I made a sand castle 3
staple here
I
staple here
To finish I
Sun, sand and surf Let’s begin – Day 9
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Making sand castles
Sun, sand and surf Let’s explore phonics – Day 9
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Under and over
Where is the ant?
Where is the ant?
Where are the ants?
The ants are walking
Where is the ant? The ant is
Sun, sand and surf Let’s read and write – Day 10
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Beach food 1
Chocolate banana ice-cream
Equipment
blender or food processor tablespoon
container with lid or cling film to cover freezer
Ingredients
3 frozen ripe bananas (chopped into pieces)
3 fresh ripe bananas 3 tablespoons of cocoa
powder
Method 1. Place bananas in a blender.
2. Blend until mixture starts to get creamy, scraping down sides.
3. Add cocoa powder and pulse until completely combined.
4. Spoon into to a resealable container and place in freezer for3-4 hours.
5. Allow to sit at room temperature for 5 – 10 minutes to softenbefore serving.
Sun, sand and surf Let’s read and write – Day 10
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Beach food 2
Strawberry banana ice-cream
Equipment
blender or food processor
container with lid or cling film to cover freezer
Ingredients
4 ripe bananas, chopped and frozen
500 grams strawberries, cleaned, sliced and frozen
Method 1. Place the frozen banana and strawberry slices in a food
processor or powerful blender.2. Puree mixture, scraping down the bowl as needed.3. Puree until the mixture is creamy and smooth. (This may take
some time).4. Serve immediately for soft-serve ice cream
OR place in a freezer container and freeze.
5. Allow to sit at room temperature for 5 – 10 minutes to softenbefore serving.
Sun, sand and surf Let’s read and write – Day 10
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Beach food 3
Mixer ice-cream
Equipment
bowl teaspoon electric mixer
container with lid or cling film to cover freezer
Ingredients
½ can of 397g sweetened condensed
milk
600 ml double or thickened cream
1 teaspoon flavouring eg vanilla, peppermint
Method 1. Pour half the can of condensed milk into the bowl.2. Add the cream.3. Add the flavouring.4. Beat with an electric mixer on medium speed until thick and quite stiff,
a bit like clotted cream.5. Scrape into a freezer container or a large loaf tin.6. Cover with cling film and freeze until solid.7. Allow to sit at room temperature for 5 – 10 minutes to soften before
serving.
Chopped berries or chocolate drops can be stirred in before freezing.
Sun, sand and surf Let’s explore phonics – Day 10
© Department of Education WA 2017 – ECEENGLISHPPSet3
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Fishing for words
I can am
oninme
hesawsee
andaup
Sun, sand and surf Reflection – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Reflection Please complete this reflection to assist with assessment of the student’s skills and performance today. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.
The student can No help
Some help
Lots of help Comments
recognise a variety of lower case and uppercase letters
recognise upper and lower case letters Oo
print upper and lower case letters Oo
use known letters to make and sound two and three letter words
use picture cues and beginning sounds to predict text
demonstrate early reading skills
recognise some punctuation – full stops, capital letters, exclamation marks, question marks
discuss and record personal knowledge
identify rhyming words
match pictures to sentences
retell a personal story using pictures as prompts
recognise upper and lower case letters Uu
print upper and lower case letters Uu
Sun, sand and surf Reflection – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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The student can No help
Some help
Lots of help Comments
recognise and read ‘We’ and ‘we’
recognise and read ‘Put’ and ‘put’
recognise and read ‘made’
read known words in texts
identify initial sounds
sequence pictures to match a read story
demonstrate early writing skills
read and follow a recipe.
Other comments
Sun, sand and surf Set return checklist
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Set return checklist
Day Activity Check 1 Sun, sand and surf
Snaky Ss
At the beach I can see
2 I can spell – student printing
Sunny said
What can I take to the beach?
3 Sound and spell
Printing Bb
Sandy letters – photograph
4 Let’s draw – scan or photograph
Rhyming groups – photograph
Waves – video recording
In the waves – video recording
5 News time – video recording
Thinking about rhyme
Sentence fun
Label the model – photograph
6 On the ocean
Spelling with /o/
At the beach I can
7 Rhyme time!
Play dough letters – photographs
Be sun smart!
I can be sun smart
Sun, sand and surf Set return checklist
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8 Beach news – video recording
Under the umbrella
We made, we put
I spy at the beach
9 Where is the ant?
Make a sand castle – photographs
My sand castle book – photographs
10 Make and read – video recording
Fishing for letters – photographs
Fishing for words – photographs
Beach food – photographs
Let’s eat ice-cream! – video recording
Department of Education
© Department of Education WA Revised 2020
Pre-Primary
Set 3
Activity Book
English Pre-primary
SET 3 Lesson Notes
ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.
Sun, Sand and Surf
Set 3 Lesson Notes
This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au
Department of Education
First published 2015 © Department of Education WA (Revised 2020)
Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.
Requests and enquiries concerning copyright should be addressed to:
Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]
https://creativecommons.org/licenses/by-nc/4.0/
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Overview Pre-primary Set 3: Sun, sand and surf
Western Australian Curriculum
Early Childhood English Content strands
Language
Literature
Literacy
Content Descriptions
Language
Language variation and change
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Language for interaction
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Text structure and organisation
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Language
Expressing and developing ideas
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Literature
Literature and context
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Responding to literature
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Examining literature
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Creating literature
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Innovate on familiar texts through play (ACELT1831)
Literacy
Texts in context
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Literacy
Interpreting, analysing, evaluating
Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Creating texts
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Construct texts using software including word processing programs (ACELY1654)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Early Childhood Science
Content strands
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills
Content Descriptions
Science Understanding
Biological Sciences
Living things have basic needs, including food and water (ACSSU002)
Chemical Sciences
Objects are made of materials that have observable properties (ACSSU003)
Earth and Space Sciences
Daily and seasonal changes in our environment, affect everyday life (ACSSU004)
Physical Sciences
The way objects move depends on a variety of factors, including their size and shape (ACSSU005)
Science as a Human Endeavour
Nature and development of science
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
Science Inquiry Skills
Questioning and Predicting
Pose and respond to questions about familiar objects and events (ACSIS014)
Planning and Conducting
Participate in guided investigations and make observations using the senses (ACSIS011)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Science Inquiry Skills
Processing and Analysing Data and Information
Engage in discussions about observations and represent ideas(ACSIS233)
Communicating
Share observations and ideas (ACSIS012)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Early Childhood: Humanities and Social Sciences
Content strands
Knowledge and Understanding
Humanities and Social Sciences skills
Content Descriptions
Knowledge and Understanding – Geography
People live in places
The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)
The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)
The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)
The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)
Knowledge and Understanding – History
Personal and family histories
Who the people in their family are, where they were born and raised and showing how they are related to each other, using simple family trees (ACHASSK011)
The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)
How they, their family and friends commemorate past events that are important to them (e.g. birthdays, religious festivals, family reunions, community commemorations) (ACHASSK012)
How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Humanities and Social Sciences skills
Questioning and researching
Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share)
Pose and respond to questions about the familiar
Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources)
Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings)
Analysing
Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations)
Explore points of view (e.g. understand that their point of view may differ from others)
Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays)
Evaluating
Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions)
Participate in decision-making processes (e.g. engage in group discussions, make shared decisions)
Communicating and Reflecting
Share observations and ideas, using everyday language (e.g. oral retell, drawing, role-play)
Develop texts (e.g. retell, describe personal stories)
Reflect on learning (e.g. drawings, discussions)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Early Childhood Health and Physical Education
Content strands
Health Knowledge and Understanding
Health Skills
Content Descriptions
Personal, social and community health
Being healthy, safe and active
Personal strengths of individuals (ACPPS001)
The different parts of the body and where they are located (ACPPS002)
Protective behaviours to keep safe and healthy:
• saying 'no'• moving away• telling an adult• asking for help (ACPPS003)
Trusted people in the community who can help individuals feel safe (ACPPS003)
Communicating and interacting for health and well being
Personal and social skills to interact with others:
• expressing needs, wants and feelings• active listening• self-discipline (ACPPS004)
Emotional responses individuals may experience in different situations, such as feeling:
• happy• sad• excited• tired• angry• scared• confused (ACPPS005)
Appropriate language and actions to communicate feelings in different situations (ACPPS005)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
Contributing to healthy and active communities
Actions that promote health, safety and wellbeing, such as:
• eating healthy food• practising appropriate personal hygiene routines• identifying household substances that can be dangerous• following safety symbols and procedures (ACPPS006)
Safe active play in outdoor settings and the natural environment (ACPPS007)
Movement and physical activity
Moving our body
Body management skills:
• static balance (one foot• line walk (ACPMP008)
Locomotor skills:
• run• jump (one foot)• hop• gallop (ACPMP008)
Object control skills:
• kick off the ground• catch (ACPMP008)
Fundamental movement skills in simple games with or without equipment (ACPMP009)
Understanding movement
The ways in which regular physical activity keeps individuals healthy and well (ACPMP010)
Ways to maintain a balanced position when walking, running, hopping and jumping (ACPMP029)
Learning through movement
Cooperation with others when participating in physical activities, including partners, small groups and whole class (ACPMP012)
Rules when participating in physical activities:
• use of boundaries• safe use of appropriate equipment• responding to a whistle and commands/instructions (ACPMP014)
Alternative ways in which tasks can be performed when solving movement challenges (ACPMP031)
Simple rules and fair play in partner, group activities and minor games (ACPMP032)
Sun, sand and surf Overview
© Department of Education WA 2017 – ECEENGLISHPPSet3
General Capabilities and Cross Curriculum Priorities General capabilities
Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
Cross-curriculum priorities
Sustainability
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority.
The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/
creativecommons.org/licenses/by-nc-sa/3.0/au/
Sun, sand and surf Lesson notes – Day 1
© Department of Education WA 2015 – ECEENGLISHPPSet3
1
Day 1 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Beach walking poem
• Sight word fun – the
• At the beach I can see
Resources (please print)
• Phonics cards Mm and Dd (glue onto card, cut into two cards)
• Sight word cards – up, the, said, but (glue on card and cut out)
• Sight word cards – we, is, look, it, I (glue on card and cut out)
Reading books
• Come for a swim
Other resources
• mirror
• sand or flour in a tray
• pop stick or twig
• camera
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 1
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Let’s begin Beach walking Materials: • activity sheet – Beach walking poem.
Place the poem on the table.
Here is a boy with his mum. Where are they? on the beach What objects in the picture tell us that they are at a beach? Answers will vary. Possible responses include: • umbrella
• water
• sand
• sailboat
• lighthouse.
Why are they wearing sunglasses and hats? sun protection What do you think they have put on their skin to stop the sun from burning it? sunscreen What else in this picture helps in keeping us safe from the sun? umbrella, t-shirt, clothesWhat are they doing? walking/paddling/splashing in the waterWhat else have they been doing at the beach? building a sand castleLook at the words that make the poem. Read any sight words that you recognise? Answers will vary. What do you think the poem will be about? Answers will vary. Let’s read it to find out.
Encourage the student to join in as you point to the text and read.
What have they been doing on the beach? Answers will vary. Possible responses include: • walking over wet sand• stepping over seaweed• walking up sand hills• running down sand hills.They have been running up the sand hill, leaving tracks behind.What do you like to do at the beach? Answers will vary.
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Store the Beach walking poem for future use.
Let’s explore phonics Mm Materials: • Phonics card Mm
• pencils (3 colours, not yellow)
• mirror.
Place the Phonics card on the table.
Listen as I say these words, Mum, mop and mud. What sound do you hear at the start? mmm (Point to the capital letter M) This is a capital letter M. Where would we use a capital letter? at the beginning of a sentence or name (Point to the lower case m) This is a lower case letter. Where would we use a lowercase letter? in a word that is not at the beginning of a sentence or name
Place the Phonics card next to or on the mirror. Point to the picture.
This picture shows us how to make the sound of the letter M. Let’s look in the mirror to make the m sound. Say m m m. Does your mouth look the same as the picture? Answers will vary.
Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise making the ‘m’ sound together. Ask the student to watch and listen as you trace a capital M in the air, saying ‘down, down and up, down’ as you make the strokes. Ask the student to draw a capital M in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Sun, sand and surf Lesson notes – Day 1
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Now you can trace capital M. Start on the spot near the 1 and trace down. Go back to the spot and trace down the next leg, and continue up the third leg to the top. Trace down the fourth leg. Use a different colour pencil and trace the capital M saying ‘down, down and up, down’ as you print the letter. Now do it again with another colour.
Ask the student to watch and listen as you trace a lowercase m in the air, saying ‘up and over and down, up and over and down, up and over and down, with a tail on the end’ as you make the strokes. Ask the student to draw a lowercase m in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace the lowercase m. Start on the spot near the 1 and trace up and over and down. Keep tracing up and over and down. Keep tracing up and over and down, with a tail on the end. Use a different colour pencil and trace the lowercase m ‘up and over and down, up and over and down, up and over and down, with a tail on the end’ as you print the letter. Now do it again with another colour.
Store the Phonics card.
This is a stick up! Materials: • sand or flour in a tray
• a strong stick or pop stick
• camera.
We are going to play a game called This is a stick up! It’s about the letter m. I know some words beginning with ‘m’. I can think of Mop. What can you think of? Answers will vary.
Take turns to say ‘m’ words until ten have been listed.
Sun, sand and surf Lesson notes – Day 1
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I will say a word. If it begins with the ‘m’ sound, you need to draw an ‘m’ in the sand.
The student can clear the sand when it is full of ‘m’s. Say these words with pauses between to allow the student to think and draw, if necessary: monkey, man, seven, milk, popcorn, ant, moon, monster, apple, match.
Take a photo of the sand tray with some ‘m’s drawn in the sand. Ask the student to clear the sand.
Let’s try something different. All the words I say will begin with ‘m’ however some will need a capital. Print a capital ‘M’ when it is needed and a lowercase ‘m’ when it isn’t.
Say these words with pauses between to allow the student to think and draw, if necessary: month, Mary, map, mob, Monday, moth, March (or march), Max.
Take a photo of the sand tray with some ‘M’s drawn in the sand.
Save the photographs into the set folder.
Let’s read and write Sight word fun – the Materials: • activity sheet Sight word fun – the
• pencils.Place the activity sheet on the table and point to the picture of the sun character.
We are going to learn the word ‘the’ today. ‘The’ is a word that we read many times and we call it a sight word. (Point to the ‘the’ at the top of the page.) This word says ‘the’ (point to ‘The’) and this word says ‘the’. How are they different? one has a capital ‘T’. Why do we need ‘the’ with a capital? to start a sentence How many letters in ‘the’? 3 What are the letters? t h e Look at the spots in each letter. The spots are where you begin printing each letter. The arrows show you the direction to print. Trace the letters and say them as you do it.
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Look at the three dotted words. Read them to me. the the The Trace the letters in each word and say them as you do it. In the next space, print ‘the’ with a lowercase ‘t’ on the line. Say each letter as you print it. Now print ‘The’ with a capital ‘T’. Say each letter as you print it. In the grid you can see lots of words. Point to the words you know and read them to me. Answers will vary. Use a colour pencil to circle all the words that say ‘the’ with either a capital or lowercase letter ‘t’ at the start. Let’s read what Sunny has to say. (Read the speech bubble.) Count all the ‘the’ words on the sheet, including those you traced and printed. How many did you find? 17 (including the title and Sunny’s speech bubble) Print the number fourteen into Sunny’s speech bubble.
Store or scan and save the activity sheet.
Sight word sentence Materials: • Sight word cards – the.
Place the cards on the table in a row.
This is our new sight word. Read the cards for me. Point to the cards with the capital ‘T’. I am going to use ‘the’ in a sentence and I want you to count how many times I use it. The dog and the cat went out the door. How many times did I use ‘the’? 3 times Say the sentence back to me, saying the ‘th’ words loudly. The cat and the dog went out the door. Tell me a sentence that begins with ‘the’. Answers will vary.
If the student’s sentence has other ‘the’ in it, tell him/her what they were, eg ‘The car is near the gate.’ You also used ‘the’ when you said ‘the gate’. Ask the student to count the ‘the’ in the sentence – I saw the girl and the dog walk down the street in the rain. 4 Ask the student to tell you another sentence with some ‘the’ words in it. Answers will vary.
The cards will be used in the next activity.
Sun, sand and surf Lesson notes – Day 1
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Sight word matching rows Materials: • Sight word cards this, we, is, look, it, I, the
• camera.
Ask the student to place all the words cards face up on the table. Ask the student to point to and read each word. Help where required. Ask the student to place all the same words into a pile together. (Do not correct the student’s choices.) Ask the student to make each pile into a row of cards. (Do not correct the student’s choices.)
Take a photograph to show each row of words. If student has incorrectly placed any cards, ask him/her to read the incorrect card and then place it correctly.
Save the photographs into the set folder. Store the sight word cards.
Come for a swim! Materials: • Come for a swim! reading book.
Place the reading book on the table. Show the student the cover and discuss the pictures.
What do you think the story is about? Answers will vary. Where do you think the people are going? Answers will vary.
Read the title.
Now you know the title, what do you think the story is about? Answers will vary.
Read the text at the bottom of the page.
Who wrote the story? Joy Cowley The person who writes a story is called an author. Philip Webb drew the pictures. What do we call the person who draws the pictures? illustrator
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Turn the cover to open the book. Now you can see the title page. Read the title with me. Come for a swim! Describe what you think is happening in the picture. Answers will vary. Turn the page. What is happening in the picture? Answers will vary, eg Mum is shaking a towel, dad is running into the water.
Read the text with the student. Point to the words as you read.
Turn the page. What is happening in the picture? Answers will vary, eg the children and dad are in the water and asking mum something, mum is sitting on the towel putting on sunscreen.
Read the text with the student. Point to the words as you read. Encourage the student to join in, reading known words or repetitive phrases. Continue to discuss the pictures and read the text with the student.
Let’s think about what happened in the story. Who went to the beach? Answers will vary, eg a family; mum, dad and three children. Did Mum want to go for a swim? Answers will vary. (Turn to page 4). Does Mum look like she is getting ready for a swim here? Answers will vary. (Turn to page 6/7). Why do dad and the children keep calling to mum? Answers will vary, possible responses include: • because she is resting
• she is tricking them• she doesn’t really want to go for a swim.
What does Dad decide to do? tip a bucket of water on Mum (Turn the page). What did Mum do? chased dad Did the family go for a swim in the end? yes
Store the reading book.
Let’s share At the beach I can see Materials: • activity sheet – At the beach I can see
• pencils.
Sun, sand and surf Lesson notes – Day 1
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Place the activity sheet on the table and point to the picture.
Here is a boy with a magnifying glass. What is he doing? looking (Point to the question mark). Here is a question mark. The boy is asking a question. What might he be asking? Answers will vary. (Point to the words in the question.) Are there any sight words that you know in the question? Answers will vary. (Read the dotted text). Trace over the words. (Point to the box below and read), I can see. In this box you are going to draw all of the things that you see at the beach. Close your eyes and think about what you might see at the beach. What might you see at the beach? Answers will vary, possible responses include: • a sand castle• ocean and waves• sand hill• a sail boat.
Ask the student to try to print one idea, eg sand, into the first box in the column. Encourage the student to ‘have a go’ at printing words using sounding out. Ask the student to print three more ideas to fill the remaining boxes. Ask the student to read what he/she has written. Print the word above the student’s effort if necessary. Ask the student to draw pictures of other things he/she might see in the large ‘I can see’ box.
Store or scan and save the activity sheet.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 1 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 2
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Day 2 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• One, two, three, four ,five
• Home and school
• Sight word fun – up
• What can I take to the beach?
Resources (please print)
• Sight word cards – up and the
• Phonics cards Dd and Mm
Reading books
• Don’t leave anything behind!
Other resources
• video recording device
• mirror
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 2
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Let’s begin One, two, three, four, five Materials: • activity sheet – One, two, three, four, five poem
• pencil.
Place the poem on the table.
Let’s count all the fish. How many are there? 10 Tell me their colours. black, blue, orange, green and yellow Where do you think they are going? Answers will vary. Let’s read verses one and two together.
Read the two verses, pointing to the words
What happened in the story so far? Someone caught a fish and let it go. Why do you think they let it go? Answers will vary. Let’s read on to find out.
Read the verse, pointing to the words
What happened? the fish bit the person on the little finger. Wriggle your little finger on your right hand. Let’s add some actions. We’ll keep all our fingers folded down and put one up as we say each number. When we get to the part about the finger, we can wriggle our little finger on our right hand.
Read the poem with the student, doing the actions. Ask the student to have a go at printing his/her name in the box below the poem.
Store or display the activity sheet.
Sun, sand and surf Lesson notes – Day 2
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Let’s explore phonics Dd Materials: • Phonics card Dd
• pencils (3 colours, not yellow)
• mirror.
Place the Phonics card on the table.
Do you know the name of this letter? D This is the letter D. It makes a ‘D’ sound for dog, doughnut and dish. Point to the lowercase d. Point to the capital D. This capital letter would be used at the front of a name. What names can you think of that start with the D sound? Answers will vary, eg Dan, Denise
Place the Phonics card, Dd next to the mirror.
Tell me four words that begin with D. Answers will vary. Listen to this silly sentence. Daddy digs in the dirt! Say it for me. Daddy digs in the dirt! Now you make up a silly sentence with words beginning with ‘D’. Answers will vary. Let’s look in the mirror to make the D sound. Does your mouth look the same as the picture? Answers will vary. (Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise together whilst making the ‘D’ sound).
Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise making the ‘d’ sound together. Ask the student to watch and listen as you trace a capital D in the air, saying ‘down, pencil off and back to the top, curve around and down’ as you make the strokes. Ask the student to draw a capital D in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace capital D. Start on the spot near the 1 and trace down. Go back to the spot and trace around and down until you join the end of the
Sun, sand and surf Lesson notes – Day 2
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stick. Use a different colour pencil and trace the capital D saying ‘down, pencil off and back to the top, curve around and down to join the stick’ as you print the letter. Now do it again with another colour.
Ask the student to watch and listen as you trace a lowercase d in the air, saying ‘around the ball and up the stick, down the stick and add a tail’ as you make the strokes. Ask the student to draw a lowercase d in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace lowercase d. Start on the spot near the 1 and trace around the ball and up the stick, down the stick and add a tail. Use a different colour pencil and trace the lowercase d saying ‘around the ball and up the stick, down the stick and add a tail’ as you print the letter. Now do it again with another colour.
The card will be used in the next activity.
D and M game Materials: • Phonics card Dd
• Phonics card Mm
• video recording device.
Please record this activity.
When referring to letters M and D use the letter sounds ‘d’ and ‘mm’, not the name ‘dee’ and ‘em’.
I’ll say some words and I’d like you to repeat them. Digger dog. Digger dog Digger dog’s dad. Digger dog’s dad Digger dog’s dad doesn’t. Digger dog’s dad doesn’t Digger dog’s dad doesn’t like doughnuts. Digger dog’s dad doesn’t like doughnuts
Place both phonics cards on the table.
Sun, sand and surf Lesson notes – Day 2
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Point the ‘D’ card. D is for dog, Dad and? Answers will vary. Point to the ’M’ card. M is for mop, Mum and Molly. What is another ‘M’ word? Answers vary.
Let’s play a game. I’ll say a word and if it begins with the ‘M’ sound you call out ‘M’ and hold up the ‘M’ card. If the word begins with the ‘D’ sound you call out ‘D’ and hold up the ‘D’ card.
Say the below words slowly, emphasising the beginning sound. Mop, May, Molly, deer, dice, doll, milk, mirror, monster, monkey, dog, dig, map, Dad, don’t, donut, mouse, mail, dirt, dish, dinosaur, man, moon.
Save the recording onto the set folder.
Let’s read and write Home and school Materials: • activity sheet – Home and school
• pencils.
Place the activity sheet on the table.
What activities do we do at the beach? Answers will vary. What activities do we do at home? Answers will vary. What activities do we do at school? Answers will vary. Which picture looks the most like home? the roof Let’s read the words below the picture. At home I can You told me some activities you do at home but not at school. Let’s print them on the lines below the roof picture.
Encourage the student to have a go at printing three activity ideas, one on each line. Ask the student to ‘read’ the ideas to you. Print the words above the student’s effort if necessary.
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Which picture looks more like school? The girl sitting at the desk. Let’s read the words below the picture. At school I can You told me some activities you do at school but not at home. Print them on the lines below the roof picture.
Encourage the student to have a go at printing three activity ideas, one on each line. Ask the student to ‘read’ the ideas to you. Print the words above the student’s effort if necessary.
You have listed things that are different about home and school. Let’s read the question in the large space. What can I do both at home and school? What things can you do in both places? Answers will vary, eg draw pictures, read, have lunch. Draw three things that you can do in both places.
Store or scan and save the activity sheet.
Sight word fun – up Materials: • activity sheet, Sight word fun – up
• pencils.
Place the activity sheet on the table.
Find Sunny on the page. Which way is he pointing? up Let’s point our arms up into the air and stretch as high up as we can. Sunny has given us a clue to our new sight word. Point to the words next to Sunny. What do you think it says? up This is the letter ‘u’ followed by the letter ‘p’. uuu ppp. What do they say? up Trace the lowercase ‘u’. Start on the spot and co down, curve around and up to make a cup, then straight down to make a stick. Now the ‘p’. Start on the spot and go down the stick, trace back up, over the hill and make a tail. Look at the capital ‘U’. Does it have a tail? no You can trace it in the same way but stop at the bottom of the stick. Trace the’p’. Now trace the dotted ‘up’s on the next line.
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Check to ensure the formations are correct. Ask the student to print ‘up’ on the first line in the next space. Ask the student to print ‘Up’ on the second line in the next space. Ask the student to read all the words in the purple arrow. Read the instruction to the student so he/she can do the circling activity. Help the student read the sentence about the birds. Ask the student to print ‘up’ to complete the sentence. Ask the student to count all the ‘up’s on the page and print the number next to Sunny. 15 (if those in the title and instruction are counted)
Store or scan and save the activity sheet.
Don’t leave anything behind Materials: • Don’t Leave Anything Behind – reading book
• Sight word card – up
• Sight word card – the.
Place the book on the table.
Look at the front cover picture. What do you think the story is going to be about? Answers will vary, eg a family at the beach. How do you know? Answers will vary, possible responses include: • there is a sand castle • beach ball • they are dressed in bathers • I can see the water. Point to the title (read and point to the exclamation mark). This title has an exclamation mark. This shows us that the title is read with emphasis, like this. Don’t leave anything behind! It’s important not to leave anything behind after a day at the beach. Look at the picture. What could these people leave behind? Answers will vary, possible responses include: • beach ball • umbrella • spade. Turn over to the back cover of the book.
Sun, sand and surf Lesson notes – Day 2
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What pictures so you see? a spade, a ball and a towel Why do you think they are on the back cover? Answers will vary.
Ask the student to turn to pages 2 and 3.
The words in this story are printed in speech bubbles. Who is speaking on page 2? Mum Who is she speaking to? the boy (and girl) I’ll read what she says.
Read the text, pointing to the words.
Who is speaking on page 3? Mum Who is she speaking to? the girl I’ll read what she says.
Read the text, pointing to the words.
Turn to pages 4 and 5. Who is speaking on page 3? Mum Who is she speaking to? the boy Let’s read together what she says on page 4. Pick up the towel. Let’s read what she says on page 5. Pick up the spade. Turn to pages 6 and 7. Who is speaking on page 6? Mum Who is she speaking to? the children Let’s read together what she says. Pick up the paper. Look at page 7. Is Mum speaking? no I’ll read the text.
Read the text, pointing to the words.
What do you think they have left behind? Answers will vary. Turn the page and tell me. footprints When you go to the beach, does anyone check that nothing has been left behind? Answers will vary.
Place the Sight word cards on the table.
Point to and read the word ‘up’. up Point to and read the word ‘the’. the We are going to find ‘up’ and ‘the’ in the story.
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Read the story again, encouraging the student to join in. Ask the student to tell you whenever he/she sees or hears the words ‘the’ or ‘up’.
Store the book and cards.
Let’s Share What can I take to the beach? Materials: • activity sheet What can I take to the beach?
• pencils.
Place the activity sheet and pencils on the table. Read the title with the student.
What are we thinking about? things we can take to the beach (Point to the picture) Here is a beach bag. Why would you take a bag to the beach? take things or carry things. Let’s read the question together. What can you take? Trace over the words in this question. In our story there were many things that the family took to the beach. I remember a towel. I wonder what you would take to the beach. Close your eyes and think while I count to 20. What can you take to the beach? Answers will vary, possible responses include: • sunscreen• bucket and spade• food and drinks• hat.
Ask the student to try to print one idea, eg hat, into the first box in the column. Encourage the student to ‘have a go’ at printing words using sounding out. ‘Role play’ writing (scribble, wavy words or text like shapes) is acceptable. Ask the student to print three more ideas to fill the remaining boxes. Ask the student to read what he/she has written. Print the word above the student’s effort if necessary. Ask student to draw a beach scene in the box titled ‘I can take’.
Store or scan and save the activity sheet.
Sun, sand and surf Lesson notes – Day 2
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Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 2 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 3
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 3 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• My name is
• Sound and spell!
• Ship ahoy!
• Waves
Resources (please print)
• Alphabet chart – tracing
Reading books
• Waves
Other resources
• glue stick
• white board and magnetic letters. S,A,T, P, I, N, M, D
• camera
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 3
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s begin My name is Materials: • activity sheet – My name is
• Alphabet chart – tracing
• pencils. Place the materials on the table. Read the title on the activity sheet.
You will use this sheet on five days this week to practice printing your name. Let’s read the dotted words in the first sentence. My name is Trace over the dotted words. (Check letter formations are correct.) Now you can print your name.
Help the student by saying the letter names if required. Guide the student to look at the Alphabet chart to check how each letter is formed.
Store the activity sheet for use on Day 5.
Let’s explore phonics Sound and spell Materials: • activity sheet – Sound and spell!
• glue stick
• scissors.
Place the activity sheet on the table. Point to the title and read it to the student.
You can do some sounding out and spelling on this page. Let’s cut the letters off the bottom of the page.
Help the student cut out the letters. Place them across the top of the table. Ask the student to sort them so all the same letters are together. Point to the picture at the top of the page.
Sun, sand and surf Lesson notes – Day 3
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What is this? Answers will vary. This is a pin. We use it to hold things together. Look at these mouth cards. Where have you seen them before? on our phonics cards They help us with letter sounds. These pictures show the sounds that make up the word pin. Let’s say the letters and point to the mouth pictures. p i n Look at your letters. Can you find a ‘p’ for pin? (Help if required.) Glue the letter into the first box, below the ‘p’ mouth picture. Sound ‘pin’. p i n Which sound comes after ‘p’. i Look at your letters. Can you find a ‘i’? (Help if required.) Glue the letter into the second box, below the ‘i’ mouth picture. Sound ‘pin’. p i n Which sound comes after ‘i’. n Look at your letters. Can you find a ‘n’? (Help if required.) Glue the letter into the third box, below the ‘n’ mouth picture. What word have you spelled? pin
Guide the student to complete the sounding and spelling of the other words in the same way. Answers: pin, pat, map
Store or scan and save the activity sheet.
Sound and build a word Materials: • white board and magnetic letters s,a,t, p, i, n, m, d
• camera.
Place the magnetic letters ‘m’ and ‘d’ on the table.
Here are our new letters. Point to the letter ‘m’. Can you think of a word beginning with ‘m’? Answers will vary. Point to the letter ‘d’. Can you think of a word beginning with ‘d’? Answers will vary.
Place ‘d’ and ‘m’ on the whiteboard side by side.
Sun, sand and surf Lesson notes – Day 3
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Let’s put ‘d’ and ‘m’ together and read them (sound out). D m, does that make a word? no Move the ‘d’ and ‘m’ apart to leave a space in between.
Place the ‘a’ on the white board.
Take photographs to show the words the student makes during the activity.
This is ‘a’. Let’s put it in the middle of ‘d’ and ‘m’ Let’s push the letters together (sound out ‘d’ -‘ a’ -‘ m’). We just made the word dam! What is a dam? Answers will vary, eg like a lake. Swap the positions of the ‘d’ and ‘m’. Sound the new words. m a d mad
Ask the student to swap the ‘a’ for an ‘I’. Repeat the activity to make dim and mid. Ask the student to swap ‘m’ and ‘d’ for ‘s’ and ‘t’ to make sat and sit. Ask the student to swap ‘s’ and ‘t’ with ‘p’ and ‘n’ to make pin, nip, pan and nap. Encourage the student to use all the letters ‘a’, ‘I’. ‘s’, ‘t’, ‘n’, ‘d’ and ‘p’ to make other 2 and 3 letter words, eg pad, lap, lip.
Save the photographs to the Set folder.
Let’s read and write Waves moving Materials: • a clear space to move around
A ship is in high seas. Let’s make some waves with our finger.(Point your left finger in the air and move from left to right in a wavy line.) The waves are getting bigger! Make waves with your arms like me. You are the ocean and your arms are the waves rolling in. (Roll your arms) The waves are rolling! Make slow wave movements because the waves are moving slowly now. (Roll your arms.) The waves are rolling now!
Sun, sand and surf Lesson notes – Day 3
© Department of Education WA 2015 – ECEENGLISHPPSet3
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(Make waves with your finger from left to right.) Make the waves calmer (Slow down and make the waves flatter.) Make the waves flat. (Draw straight lines in the air from left to right with finger.)The waves are all flat now and the sea is calm. Let’s sit down.
Ship ahoy! Materials: • activity sheet Ship ahoy!
• pencils.
Place the activity sheet on the table. Point to the title and read.
Tell me what is happening in this picture Answers will vary. Possible responses include: • a ship is riding on rough waves
• some seagulls are flying around the ship
• some people are going on a holiday.
Let’s read Sunny’s speech bubble to find out what he would like us to do.
Read the first instruction in the speech bubble and ask the student to work as directed by Sunny. The student would slowly trace from left to right, staying on the lines as much as possible. Read each instruction and ask the student to complete the tasks. The student can colour the birds but should not colour other parts of the picture.
Store or scan and save the activity sheet
Waves Materials • activity sheet – Waves
• scissors
• book Waves.
Place the activity sheet on the table. Point to the pictures and ask the student to name them. stone, seaweed, stick, starfish, feather, shell
Sun, sand and surf Lesson notes – Day 3
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Where might you find all these objects? Answers will vary. Trace your finger along the wavy lines, from left to right. These objects are in today’s story so you need to be looking out for them.
Help the student to cut along the dotted line to make picture cards. Put the picture cards in a row above the reading book.
Look at how the text is printed on the cover. What does it remind you of? Answers will vary. The title is Waves. (Read the author and illustrator information, pointing to each word as you read.) What can you see in the cover picture? Answers will vary. Possible responses include: • A boy playing in the waves.• A dog running through the waves.• Some birds flying.• A person on the beach watching the boy and dog.What do you think this story is about? Answers will vary.Turn the page. Here is the wavy title again. What does it say? WavesCan you match your picture cards to this page? no
Ask the student to turn the page. Ask the student to tell you what he/she sees in the picture. Answers will vary, eg ocean, beach, boy, dog, mum, waves, sand, boats, people swimming, birds. Read the text together, pointing to the words as you read.
Do any of your pictures match anything in this picture? no Turn the page and tell me what the waves have brought in. a shell Do you have a picture card to match the shell? yes Place the shell card so it is first in the row.
Read the text together, pointing to the words as you read.
Turn the page and tell me what the waves have brought in. a stone Do you have a picture card to match the stone? yes Place the stone card so it is second in the row, next to the shell card.
Continue to follow these steps to guide the student to find the objects, order the row of cards and read the text together. shell, stone, feather, stick, sea star, seaweed
Sun, sand and surf Lesson notes – Day 3
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What did the waves bring in first? a shell What did the waves bring in second? a stone What was brought in after the stone? a feather Tell me the order that the other objects were brought in by the waves. stick, sea star, seaweed What did the boy do with all of the things that the waves bought in? Put them on a sandcastle.
Store the pictures and book together for use on Day 4.
Let’s share Think about today
Let’s think about what you did today. What can you remember? Answers will vary. Possible responses include: • printed my name • made words and sounded them • pretended to be a wave • traced waves on a ship picture • read a book about waves and matched pictures to it. Which activity did you enjoy the most? Answers will vary What did you like about it? Answers will vary. What did you learn from the activity? Answers will vary.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 3 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 4
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 4 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• My waves 1 – 4
• Bingo game boards 1 and 2
• Bingo tokens (glued to card and cut out) or counters
Resources
• One, two, three, four, five (Day 2)
• Phonics cards Mm, Dd
• Sight word cards, can, my, this, the, up, we, in, is, it, I
• Waves picture cards (Day 3)
• News sequencing chart
Reading books
• Waves
Other resources
• news item (something you take to the beach)
• white board, marker and eraser
• glue stick
• camera
• video recorder
Sun, sand and surf Lesson notes – Day 4
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Let’s begin Good morning poem Materials: • poem One, two, three, four, five (Day 2)
• pencil. Place the poem on the table. Sing or day the song together, using the actions.
We are going to play a sight word search game! Watch my finger move along each line of words. When I stop my finger it means I have found a sight word. You read the sight word and then circle it with your pencil.
Move your finger slowly along the text. Pause on the words: ‘I’, ‘it’, ‘my’ and ‘this’. Ask the student to read the word then circle. If the student cannot read, say the word out a loud for them.
Store the activity sheet for Day 8.
Let’s explore phonics Mm and Dd revision Materials: • Phonics cards Mm and Dd
• whiteboard, marker and eraser
• camera.
Sun, sand and surf Lesson notes – Day 4
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Place the phonic cards on the table.
Point to the capital M. Point to the lowercase m. Say the letter name and sound. ‘em’ mm Tell me two words beginning with ‘m’. Answers will vary. Point to the capital D. Point to the lower case d. Say the letter name and sound. ‘dee’ d These words begin with ‘d’, donut, dog and dive. Tell me two words beginning with ‘d’. Answers will vary.
Place the whiteboard and marker on the table. Help the student to practise printing capital and lowercase ‘m’ using correct formations. Ask the student to draw a picture of something beginning with m on the whiteboard next to the print.
Take a photograph of the letters and picture. Help the student to practise printing capital and lowercase ‘d’ using correct formations. Ask the student to draw a picture of something beginning with d on the whiteboard next to the print.
Take another photograph of the letters and picture.
Save the photographs into the Set folder.
Let’s read and write Bingo Materials: • Bingo game boards 1 and 2
• Bingo tokens (or counters)
• Sight word cards can, my, this, the, up, we, look, is, it, I.
Ask the student to place a game board in front of you and one in front of him/herself.
Ask the student to place the tokens between you.
Sun, sand and surf Lesson notes – Day 4
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Ask the student to organise the sight word cards into a stack and place the stack face down on the table.
What can you see on the game boards? smiley faces and sight words Look at the words on both boards. What do you notice about them? They are in different places on the boards. Let’s play. Turn over the top card on the stack and place it next to the stack. Read the word. Answers will vary. Find the word on your game board and place a token on top of it. I’ll do the same. Now its my turn. I’ll turn over the next card and place it on top of your card. The word is … Find the word on your game board and place a token on top of it. I’ll do the same. We’ll keep playing until one of use has all the words in one covered with tokens. We don’t have to cover the smiley faces with a token.
Play the game until one player wins. Play another game. If the word stack runs out, turn the used cards face down to make a new stack.
Store the cards and game pieces. Encourage the student to play with others during his/her free time.
Waves Materials • Waves book.
Place the book on the table.
Here is our book from yesterday. The words are curly like a? wave (Read the text.) Turn to pages 2 and 3. Today let’s see how much of this text you can read. Point to each word as your read. I’ll tell you a word if you do not know it. Turn to the next page. What do the waves bring on this page? a shell You can read the first sentence. The waves come in. Let’s read the second sentence together. They bring me a shell.
Sun, sand and surf Lesson notes – Day 4
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Turn the page. This book has a pattern. (Point to the words as you say..) The first sentence always says ‘The waves come in.’ (Point to the words as you say..) The second sentence always starts with ‘They bring me a’. Look at the picture so you know what the waves brought in. Point to each word and have a go at reading this page. I’ll tell you a word if you do not know it. The waves come in. They bring me a stone. Turn to the next page. What do the waves bring on this page? a feather Point to each word and have a go at reading this page. I’ll tell you a word if you do not know it. The waves come in. They bring me a feather.
Continue to support the student as he/she reads the rest of the story.
Store the reading book.
My waves story Materials • activity sheets – My Waves story 1 – 4
• Waves picture cards (Day 3)
• Waves reading book
• pencils
• video recorder.
Place the activity sheets on the table, in order from 1 to 4.
You are going to make your own waves story book. Let’s read the title on this cover strip. My waves story Let’s look at our picture cards. What are the pictures? shell, stone, seaweed, starfish, feather The strip below the title strip will be page 1. Let’s read it together. They bring me a Trace the letters that make each word. (Check formations are correctly completed.) In the Waves reading book, what did the waves bring in first? Answers vary. Let’s check in the reading book.
Ask the student to find the relevant page in the reading book and check what the waves brought in first.
Sun, sand and surf Lesson notes – Day 4
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What was first? a shell Were you correct? Answers will vary.
Ask the student to find the shell picture and glue it into the box at the end of the sentence. Ask the student to place the activity sheet at the top of the table to dry.
This activity sheet has pages 2 and 3 for your book. Let’s read the strip for page 2. They bring me a Trace the letters that make each word. (Check formations are correctly completed.) Check in the reading book to see what the waves brought in second. What was it? a stone
Ask the student to find the stone picture and glue it into the box at the end of the sentence.
Let’s read the strip for page 3. They bring me a Trace the letters that make each word. (Check formations are correctly completed.) Check in the reading book to see what the waves brought in third. What was it? a feather
Ask the student to find the stone picture and glue it into the box at the end of the sentence. Continue to guide the student through the reading, tracing, checking and gluing until all the pictures have been glued into place.
Here is a different sentence. Let’s read it and then you can trace the letters. In the space above the sentence, you can draw a sandcastle with all the objects on it. You can draw other beach things too.
Help the student cut out the strips Ask the student to put them in order them so the pictures match the order in the reading book, with the cover on top. (The student can refer to the reading book if required.) Staple the strips together on the left side. Ask the student to read the book to you.
Ask the student to read the book again, while you make a video recording.
Store the booklet to be read at other times.
Sun, sand and surf Lesson notes – Day 4
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Let’s share News time Materials: • news item (something you take to the beach)
• News sequencing chart
• video recorder.During the discussion, encourage the student to answer in complete sentences rather than one word answers. If the student gives one word answers, repeat the word back to him/her in a complete sentence.
Please record this activity. Place the News sequencing chart on the table. Look at the News sequencing chart together, point to and discuss the pictures.
What item do you have for news today? Answers will vary. (Point to 1). Describe the colours on your object. Answers will vary. (Point to 2). Describe the feel of the different parts of your object. Answers will vary. (Point to 3). What is your item made of? Answers will vary. (Help the student identify the materials if required.) (Point to 4). What is its function, what does it do? Answers will vary. What is special about your news item? Answers will vary.
Save the video recording into the Set folder. Store the chart.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 4 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 5
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 5 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Magical mermaids and delightful dolphins
• Mermaids and dolphins
Resources (please print)
• My name is (Day 3)
• Alphabet chart – tracing
• Letter cards – Mm, Dd (cut out and glued onto card)
• Capital letter/ lowercase letter table
• Rhyme cards 1, 2 and 3 (glued onto card and cut out)
• Bingo game boards 1 and 2
• Bingo tokens
Reading books
nil
Other resources
• camera
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 5
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s begin Sign in to learn Materials: • activity sheet – My name is
• Alphabet chart – tracing
• pencils.Place the materials on the table.Read the title on the activity sheet.
Let’s read the dotted words in the second sentence. My name is Trace over the dotted words. (Check letter formations are correct.) Now you can print your name.
Help the student by saying the letter names if required. Guide the student to look at the Alphabet chart to check how each letter is formed.
Store the activity sheet for use on Day 7.
Magical mermaids and delightful dolphins Materials: • activity sheet – Magical mermaids and delightful dolphins
• red and blue pencils.
Place the activity sheet on the table. Point to the title and read, putting emphasis on the ‘m’ and ‘d’ sounds in magical mermaids and delightful dolphins.
What letters are we learning this week? M and D What is the beginning sound for magical and mermaids? M What is the beginning sound for delightful and dolphins? D
Ask the student to look for and circle the ‘m’s and ‘d’s in the title.
How many ‘m’s did you find? 3 How many ‘d’s did you find? 3 Let’s read the first verse together. I’ll point to the words as I read.
Sun, sand and surf Lesson notes – Day 5
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Read the verse to the student, emphasising the m and d in each word.
Point to the capital letters M and D in the verse. Point to all of the lowercase letters m and d on the verse. Circle all of the capital and lowercase ‘m’s in blue. Circle all of the capital and lowercase ‘d’s in red.
Read the second and third verses to the student, encouraging him/her to join in. Ask the student to circle the ‘m’s and ‘d’s as they did in the first verse.
Count all the capital Ds in the poem. How many did you find? 3 Count all the capital Ms in the poem. How many did you find? 3 Count all the lowercase ds in the poem. How many did you find? 9 Count all the lower case ms in the poem. How many did you find ? 7 Where were the capitals? at the start of the lines Where were the lowercase letters? at the beginning and in the middle of the words
Store the activity sheet for use in Let’s share.
Let’s explore phonics Mm and Dd letter sort Materials: • Letter cards M, m, D, d
• Capital/lowercase letter table.
Place the letter cards face down on the table. Place the chart Capital letter/lower-case letter table next to the cards. Point to the ‘Capital letters’ heading.
Sun, sand and surf Lesson notes – Day 5
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This says capital letters. When you find a capital letter, put it in this column Point to the ‘Lowercase letters heading’. This says lower-case letters When you find a lower-case letter put it in this column Turn over one card and say the letter sound and name. If you don’t know the letter or the sound, ask me for a clue. What is the name and sound of the letter? em, mm or dee, d (If required help the student with clues, eg it is at the start of mop.) Is this a lowercase or uppercase letter? Answers will vary. Place the letter into the correct column.
Continue in the same way until all the letters have been turned over, read and put into a column. Ask the student to line up pairs of letters across the two columns, eg
M m
M m
D d
D d
M m
D d
Store the cards and the chart.
Rhyming groups Materials: • Rhyme cards 1, 2 and 3
• camera.
Spread the Rhyme cards face down on the table.
Today we are going to play a rhyme game. Tell me two words that rhyme with mug. Answers will vary. Tell me two words that rhyme with cat. Answers will vary. Tell me two words that rhyme with bin. Answers will vary.
Sun, sand and surf Lesson notes – Day 5
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Ask the student to flip over a card, say its name and place it at the top of the table. Ask the student to flip over another card and say its name. If it rhymes with the first card, it is placed next to that card. If not, it is placed below the card, to start a new rhyming row. Repeat until all rhyme cards are in rhyme rows.
• hug, bug, jug, mug• sock, clock, lock• egg, leg, peg• cat, bat, rat, hat• fly, pie• pin, bin.
Take a photograph of the rhyming rows.
Save the photograph into the Set folder. The cards are used in the next activity.
Rhyming pairs Materials: • Rhyme cards.
Shuffle cards and share them between the players. Players take turns to place cards on the table, one at a time. When 2 cards land on top of each other to make a rhyming pair, the players say ‘rhyme’. The first player to say ‘rhyme’ collects the cards to add to his/her pile. Play until all the cards have been collected by one player.
Store the cards.
Let’s read and write Mermaids and dolphins Materials: • activity sheet – Mermaids and dolphins
• pencils.
Sun, sand and surf Lesson notes – Day 5
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Place the activity sheet on the table.
What letters can you see in the first row? capital M and capital D Trace the letters using different coloured pencils. Remember to start on the spots and follow the lines. (Check to ensure letter formations are correct.) What letters are in the second row? lowercase m Trace the letters using different coloured pencils. Remember to start on the spots and follow the lines. Don’t take your pencil off until you have finished the tail. (Check to ensure letter formations are correct.) (Point to ‘mermaid’.) This long word it begins with ‘m’. Is it an ‘m’ for mermaid or an ‘m’ for dolphin? mermaid How many ‘m’s can you see in mermaid? 2 Trace them using the same colour. Can you see a ‘d’ in mermaid? yes Trace the ‘d’ using a different colour pencil. Trace the other letters in the word using another colour pencil. What letters are in the fourth row? lowercase d Trace the letters using different coloured pencils. Remember to start on the spots and follow the lines. Don’t take your pencil off until you have finished the tail. (Check to ensure letter formations are correct.) (Point to the picture of the dolphin.) What word to you think this is? dolphin Is it a ‘d’ for dolphin or d for mermaid? dolphin Trace the ‘d’ using one colour pencil. Trace the other letters using a different colour.
Ask the student to point to each letter and word on the page and read it to you.
Store or scan and save the activity sheet.
Sight word bingo Materials: • Bingo tokens
• Bingo game boards
• Sight word cards – can, my, this, the, up, we, look, is, it, I.
Ask the student to take a different game board than the one he/she used yesterday, and give the other one to you. Ask the student to place the tokens between you.
Sun, sand and surf Lesson notes – Day 5
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Ask the student to organise the sight word cards into a stack and place the stack face down on the table.
Can you remember how to play bingo? Answers will vary. Tell me what to do and we will start a game.
As the student tells you what to do, follow his/her instructions. If the instructions are not correct, the student can change them as he/she directs and you follow. How to play: Turn over the top card on the stack and place it next to the stack. Read the word. We find the word on our game boards and place a token on top of it. You turn over the next card and place it on top of the first card. Read the word. We find the word on our game boards and place a token on top of it. We’ll keep playing until one of use has all the words in one covered with tokens. We don’t have to cover the smiley faces with a token. Play the game until one player wins. Play another game. If the word stack runs out, turn the used cards face down to make a new stack.
Store the cards and game pieces. Encourage the student to play with others during his/her free time.
Let’s share Magical mermaids and delightful dolphins Materials: • activity sheet – Magical mermaids and delightful dolphins
• pencils.
Place the poem on the table.
Here is our poem called Magical mermaids and delightful dolphins! Can you remember what sort of mermaids they are? magical What sort of dolphins are they? delightful Delightful is another word for lovely and charming.
Sun, sand and surf Lesson notes – Day 5
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Pretend you are floating in the ocean. Act out the poem as I read the words.
Read through the poem slowly. Place emphasis on any ‘m’ and ‘d’ words.
Now you can swim to the shore. In this box below the poem, draw yourself as a magical mermaid/merman or delightful dolphin.
Encourage the student to add features to the picture including sand, seaweed etc. Ask the student to tell you what is happening in the picture. Print what is said word for word along the bottom of the box.
Store or scan and save the activity sheet.
Tutor Reflection Please complete the Day 5 Reflection. Write your observations and comments about how capably the student worked on the Day 1- 5 activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.
Store the Reflection for return with the set.
Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 5 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 6
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 6 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Old orange octopus
• Let’s print Oo
• At the beach I can
Resources (please print)
• Phonics card Oo and Gg (glued on card and cut to make 2cards)
• Capital and lowercase letter cards – Oo, Gg (glued onto cardand cut out)
• My name is (Day 5)
• Letter cards s, a, t, p, i, n, m (lowercase)
Reading books
• Fred at the beach
Other resources
• mirror
• camera
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 6
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s begin Old orange octopus Materials: • activity sheet – Old orange octopus.
Place the poem on the table. Help the student read the title. Ask the student to identify each picture. Point to each name and read it, emphasising the ‘o’ sound.
There is something the same about these three pictures. Can you guess what it is? Answers will vary. They all begin with our new letter of the day, O. O can say ‘oh’ or ‘o’. Let’s read the first verse and find out about the octopus.
Read the first verse, pointing to the words as you read. Ask the student to tell you two words to describe the octopus. old, orange Read the second verse, pointing to the words as you read. Ask the student to tell you two words to describe the oyster. oval, ocean Read the third verse, pointing to the words as you read. Ask the student to tell you two words to describe the orangutan. odd, orange Go back and re-read each verse Ask the student to count all the ‘o’s he/she can see in the verse and print the number into the oval shape. Repeat for the second and third verses. Read the instruction in the last space and ask the student to do as it asks.
Store the activity sheet for Day 7.
Let’s explore phonics Oooooo Materials: • Phonics card O o
• pencils (3 colours, except yellow)
• mirror.
Place the Phonics card on the table.
Sun, sand and surf Lesson notes – Day 6
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Tell me the sound these words begin with, oval, orange and octopus. O What’s another word beginning with the ‘o’ sound? Answers will vary. This letter’s name is O (oh) and its sound is ‘o’. Point to the capital letter. Point to the lower case letter. What shape are these letters? oval, circle, round Is there anything different about them? The capital is larger, the lowercase letter is smaller, lowercase o has a tail.
Place the Phonics card next to the mirror and point to the picture.
Let’s look in the mirror to make the ‘o’ sound. o o o Say old orange octopus, o o o. Does your mouth look the same as the picture? Answers will vary.
Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practice together while making the ‘o’ sound. Ask the student to watch and listen as you trace a capital O in the air, saying ‘start at the top and curve round to the left’ as you make the shape. Ask the student to draw a capital O in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace capital O. Start on the spot near the 1 and trace around to the left until you join the oval. Use a different colour pencil and trace the capital O saying ‘start at the top and curve round to the left’ as you trace the letter. Now do it again with another colour.
Ask the student to watch and listen as you trace a lowercase O in the air, saying ‘start at the top and curve round to the left, back to the top and add a tail’ as you make the shape. Ask the student to draw a lowercase O in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace lowercase o. Start on the spot near the 1 and trace around to the left until you join the oval, then add the tail. Use a different colour pencil and trace the lowercase o saying ‘start at the top and curve round to the left, back to the top and add a tail’ as you print. Now do it again with another colour.
Sun, sand and surf Lesson notes – Day 6
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Store the Phonics card.
Sound and build Materials: • Letter cards – m, d, o, s, a, t, p, i, n (lower case)
• camera.
When referring to the letter sound please emphasise the sound. If required help the student by saying short words emphasising the letter sound, for example, ‘p’ -‘i’ - ‘n’. Place the letter cards face down on the table.
We are going to sound out letters to make words. When I flip over a letter card you call out the letter name and sound.
Flip over the letters one at a time. If required help the student identify letter name and sound.
Let’ push ‘i’ and ‘t’ together to make a word. (Sound each letter) ‘iii’t ‘ What is the word? it Place the ‘s’ in front of ‘it’. Let’s sound these letters together. ss iii t What word have we made? sit.
Ask the student to place the consonants ‘p’ and ‘n’ in front of ‘it’ and help him/her sound out the words. p i t pin, n i t nit Ask the student to change the ‘i' to an ‘a’. Ask the student to sound the new two letter word. a t at Ask the student to place the consonants ‘p’, ‘s’ and ‘m’ in front of ‘at’ and help him/her sound out the words. p a t pat, s a t sat, m a t mat Ask the student to change the ‘a' to an ‘o’. Ask the student to sound the new two letter sound. o t ot Explain the ‘ot’ is not a real word. Ask the student to place the consonants ‘p’, ‘n’ and ‘d’ in front of ‘at’ and help him/her sound out the words. p o t pot, n o t not, d o t dot Ask the student to experiment with the letters to make other three letter words, eg tap, map, pan, man, in, pin, tin, nip, on, top. If the student includes words that cannot be sounded, eg do, to, no, so; read these words to him/her and then ask the student to try something else.
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Take photographs of some of the words the student has made.
Save the photographs into the set folder.
Let’s read and write Let’s print Oo Materials: • activity sheet Let’s print Oo
• pencil.
Place the activity sheet on the table.
What letter are we printing? O Point to the capital O. What shape is it? oval Point to the lowercase o. What shape is it? oval What’s different? Answers will vary.
Ask the student to pick up a pencil. Check pencil grip and sitting position.
You can trace these capital O’s. Start on the spot near the 1 and trace around to the left until you join the oval. Trace the next one and say ‘start at the top and curve round to the left’ as you trace the letter. Trace the next one as you say the words. Now print two of your own capital O’s on the lines. Now you can trace lowercase o. Start on the spot near the 1 and trace around to the left until you join the oval, then add the tail. Trace the next ‘o’ saying ‘start at the top and curve round to the left, back to the top and add a tail’ as you print the letter. Trace the next one as you say the words. Now print two of your own lowercase o’s on the lines. Trace the dotted capital O’s and print two of your own. Trace the dotted lowercase o’s and print two of your own.
Sun, sand and surf Lesson notes – Day 6
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Point to the pictures in the bottom box. Name all of the pictures with the student. Ask the student to circle the pictures that begin with the ‘o’ sound. octopus, orangutan, orange, octagon
Mark then store or scan and save the activity sheet to folder.
Fred at the beach Materials: • book Fred at the beach.
Place the book on the table. Point to the pictures and discuss the pictures on the cover. Point to the title and help the student read it. Point to the author’s name.
Pat Edwards is the author of the book. Can you remember what job the author has? The author writes the book. Open the cover and look at the line drawings on the inside cover. Look at these funny characters. (Point to a speech bubble.) This is called a speech bubble. Inside a speech bubble are the words that the character is saying. Let’s read what these insects are saying to each other. I’m off to the beach. Can I come too? Would you let the second insect come with you to the beach? Answers will vary. Look at the title page. the picture is the same as the cover. Read the title for me. Fred at the beach
Ask the student to turn each page and tell you what is happening in each picture. Read the story, pointing to the text as you read.
You told the story using the pictures and now I have told the story using the words. Were the stories the same? Answers will vary. How were they different? Answers will vary. Turn to page 5. Who has a speech bubble? Fred Fred is saying ‘Wow!’ in his speech bubble. He is so busy looking at the people in the water and saying ‘wow’ that he does not hear what Barney has to say. Turn to page 11. Who has a speech bubble? Fred
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Fred is saying ‘I’m hungry.’ He is so busy thinking about what he will eat that he does not hear what Barney has to say. Fred does not listen so he ends up in trouble. What trouble happens? He gets sunburnt.
Store the reading book for Day 7.
Let’s share At the beach I can Materials: • activity sheet At the beach I can
• pencils. Point to the activity sheet title and read with the student. At the beach I can.
This is a question mark so this sentence is really a? question What does a question require? an answer Are there any words in this sentence that you know? can Let’s read the question together. What can you do? Trace the question. (Ensure formations are correct.)
Point to the column of three boxes.
In these boxes you can print some things that you like to do at the beach. There were many things that Fred and his friends did at the beach. Can you remember any? Answers will vary. Close your eyes and think of all of the things that you can do at the beach. Tell me what you will print on the first line. Answers will vary.
Encourage the student to have a go at printing his/her idea into the first box. Encourage the student to print two more ideas into the boxes. Ask the student to read the ideas to you. Print the correct word/s above the student’s efforts, if required. Point to the large box. Ask the stduent to read the text with you. At the beach I
You can make a beach drawing showing some of the things you do at the beach. Close your eyes and think of things that are not in your list.
Sun, sand and surf Lesson notes – Day 6
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Ask the student to draw a picture. Help him/her label the activities drawn.
Store or scan and save the activity sheet.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 6 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 7
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 7 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Sight word fun – said
• Rhyme time!
Resources (please print)
Sight word cards – said, but (glued onto card and cut out).
Old orange octopus poem (Day 6)
My name is (Day 5)
News sequencing chart
Phonics cards Ss, Aa, Tt, Pp, Ii, Nn, Mm, Dd, Oo
Other resources
• play dough (about 4 cups)
• camera
• glue stick
• recording device
• news item – something from the beach, eg seaweed
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 7
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Let’s begin Old orange octopus Materials: • activity sheet Old orange octopus
• pencil.
Place the poem on the table. Read the title with the student.
Here are our ‘o’ friends, Old orange octopus, Oval ocean oyster and Odd orange orang-utan. What name could you give an ostrich that starts with ‘o’? Answers will vary, eg Oscar, Oliver, Olive. What name could you give an otter? Answers will vary. Let’s read the poem together. Whenever we see a word starting with ‘o’, we need to stretch the sound like this, oooctopus and ooooyster.
Read the poem with the student, stretching the ‘o’ sounds. On the back of the activity sheet, ask the student to have a go at printing four ‘o’ names, two for the ostrich and two for the otter, eg Otto otter, Oscar ostrich.
Display or store the activity sheet.
Let’s explore phonics Rhyme time! Materials: • activity sheet – Rhyme time!
• pencils.
We are going to play a rhyming game. What is a rhyme? words that sound the same (Point to your nose). Nose, hose, rose are rhyming words. (Point to your head). What rhymes with head? Answers will vary. (Point to your knee). What rhymes with knee? Answers will vary.
Place the activity sheet on the table and point to first row pictures, map and cap.
Sun, sand and surf Lesson notes – Day 7
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What pictures can you see here? map and cap What is this symbol? question mark The question mark is asking what goes next. What else rhymes with map and cap? Answers will vary.
Ask the student to draw a picture of something that rhymes with map and cap in the next grey box. Print the word below drawing. Repeat instructions for star/car and hat/cat. Read the instruction for the next task to the student.
Cat, mat, bottle. Which one doesn’t rhyme? bottle Circle the bottle.
Encourage the student to complete the task independently.
Mark then store or scan and save the activity sheet.
Play dough letters Materials: • play dough
• Phonics cards s, a, t, p, i, n, m, d, o
• camera.
Place the Phonics cards on the table. Ask the student to point to each letter and say its name and sound. Place the play dough on the table. Ask the student to roll some play dough into long skinny snakes. Ask the student to make each letter (capital and lowercase) using play dough.
Take a photograph to show the letters as they are made.
Save the photographs into the set folder.
Sun, sand and surf Lesson notes – Day 7
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Let’s read and write Sight word fun – said Materials: • activity sheet Sight word fun – said
• pencils
• glue stick.
Place the activity sheet on the table and point to the sun character.
Here is Sunny. What has he got? a speech bubble He is saying our new sight word. What letter does it begin with? s What does the beginning of the word sound like? ‘s’ This is the word said. Take a colour and trace the letters that make ‘said’. (Check formations.) How many letters are there? 4 What are they? s a i d We can’t sound ‘said’ so it’s a word we need to know by sight. In the next box you can see lots of our sight words. Point to each one and read it to me. said, look, up, said, the, this, said, can, we, said, is, said One word keeps on popping up. Which word is it? said Use a colour pencil to circle all the ‘said’ words you read. Look at the sentence under the sight words. Some of the sight words have been used to make this sentence. The first word is ‘Sunny’. You read the sentence. Sunny said ‘Look up!’ Trace the word ‘said’. Point to the exclamation mark. (Point to the quotation marks.) These marks tell us the words Sunny said. Trace the dotted letters in the boxes at the bottom of the page.
Help the student cut out the letters. Ask the student to arrange the letters to say ‘said’. Ask the student to glue the letters into the purple boxes to make the word said.
Mark then store or scan and save the activity sheet.
Sun, sand and surf Lesson notes – Day 7
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Fred at the beach Materials: • Sight word card – said
• reading book Fred at the beach.
Place the sight word card on the table.
Here is our sight word. Read it to me. said We are going to find this word in today’s story. Your job is to match the sight word card to the word ‘said’ in the story.
Place the book on the table.
Point to the title and read it to me. Fred at the beach Point to the author’s name. Point to Fred. Turn the page cover and find the insects with the speech bubbles. Let’s read what the funny bugs are saying. I’m off to the beach. Can I come too? Turn the page. As we read the story, your job is to find all of the ‘said’ words. When you hear and see one, point to it on the page.
Read the story with the student. If the student misses a ‘said’ word, reread the page so he/she can find it.
Store the book and the sight word card.
Let’s share Something you might find at the beach Materials: • News sequencing chart
• news item (an item you might find at the beach)
• recording device.Place the News sequencing chart on the table.When asking questions about news items, encourage the student to answer in complete sentences rather than one word answers. If the student uses one-word answers repeat the word back to him/her in a complete sentence.
Sun, sand and surf Lesson notes – Day 7
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Please make a recording of this activity.
What is your special object that you might find at the beach? Answers will vary. Let’s use the news sequencing chart to help you tell me about it. (Point to the first picture.) What colours can you see in your object? Answers will vary, eg This shell has some brown stripes and some orange spots. (Point to the second picture.) What does it feel like? Answers will vary, eg It is smooth on both sides and has rough, sharp edges. (Point to the third picture.) What is it made from? Answers will vary, eg It is made from hard material like bone. (Point to the fourth picture.) What can you use it for? Answers will vary, eg It was a crab’s home but now I can put it on a sandcastle. What else can you tell me? Answers will vary.
Save the recording into the set folder. Store the News sequencing chart.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 7 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 8
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 8 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Sight word fun – the, said and but
• Sight word bingo 1 and 2
• My beach story
Resources (please print)
• Phonics card Oo
• Phonics card Gg
• My name is (Day 5)
• Alphabet chart – tracing
• One, two, three, four, five (Day 2)
• Sight word cards, this, the, up, we, in, is, it, I, said, but
• Bingo tokens (or counters)
Reading books
• Sandcastles
Other resources
• mirror
• bag or box containing 4 objects beginning with the ‘g’ sound, egglove, glasses, garlic, glue, grape; and 2 objects beginning withthe ‘o’ sound, eg orange, olive.
• play dough
• camera
Sun, sand and surf Lesson notes – Day 8
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Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Let’s begin Good morning poem Materials: • poem One, two, three, four, five
• pencil.
Place the poem on the table. Sing/say the poem together.
You circled some sight words in the poem. Read them to me. I, it, my, this Put each sight word in a sentence for me. Answers will vary, eg I saw a cat; It is Wednesday; I love my sister; This is my book.
Help the student print one sentence on the bottom of the activity sheet.
Store or scan and save the activity sheet.
Sign in to learn Materials: • activity sheet My name is
• Alphabet chart – tracing
• pencil.
Place the chart and activity sheet on the table.
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It’s time to sign in for the day. Read the dotted sentence. Trace the letters. Print your name to complete the sentence.
Ask the student to read the sentence to you.
Store the activity sheet for Day 9.
Let’s explore phonics Gg Materials: • Phonic card G g
• pencils
• mirror.
Place the Phonics card on the table.
Listen as I say these words, goat, girl gallop. What sound do they all begin with? g Can you think of something that begins with ‘g’? Answers will vary. The name of this letter is ‘gee’. Point to the capital on the card.It looks very different to the lower case ‘g’. Point to the lower case g. It ‘g’ has a tail that hangs below the line when you print it. Can you see anything else that’s different? Answers will vary.
Place the Phonics card next to the mirror and point to the picture.
Let’s look in the mirror to make the ‘g’ sound together. g g g g Say girl, goat, get, gate. girl, goat, get, gate Does your mouth look the same as the picture? Answers will vary.
Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise together while making the ‘g’ sound. Ask the student to watch and listen as you trace a capital G in the air, saying ‘start at the top and curve round to the left, up for a stick and down again’ as you make the shape.
Sun, sand and surf Lesson notes – Day 8
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Ask the student to draw a capital G in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace capital G. Start on the spot near the 1 and curve round to the left, up for a stick and down again. Use a different colour pencil and trace the capital G saying ‘start at the top and curve round to the left, up for a stick and down again’ as you trace the letter. Now do it again with another colour.
Ask the student to watch and listen as you trace a lowercase g in the air, saying ‘start at the top and curve round for a ball, down for a stick and add a tail’ as you make the shape. Ask the student to draw a lowercase g in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.
Now you can trace lowercase o. Start on the spot near the 1 and curve round for a ball, down for a stick and add a tail. Use a different colour pencil and trace the lowercase g saying ‘start at the top and curve round for a ball, down for a stick and add a tail’ as you print. Now do it again with another colour.
Store the Phonics card.
Mystery bag G Materials: • bag containing with ‘g’ and ‘o’ items
• Phonics cards, Oo and Gg
• camera.
Place the Phonics cards on the table.
Point to the ‘o’ card. Old and orange and octopus begin with this sound. What is the sound? o What is the name of this letter? O Show me how to make an ‘O’ with your finger. Can you think of something beginning with ‘O’? Answers will vary.
Sun, sand and surf Lesson notes – Day 8
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Point to the phonics card for ‘g’. What is the name of this letter? G What is its sound? ‘g’ It’s ‘g’ for grasshoppers, goats and girls. Can you think of something beginning with ‘g’? Answers will vary.
Hold the mystery bag with the objects inside.
What do you think is inside the mystery bag? Answers will vary. Inside the mystery bag are some objects beginning with ‘o’ and some objects beginning with ‘g’. Put your hand inside the mystery bag and choose one object. Don’t take it out yet. What does it feel like? Answers will vary. What shape is it? Answers will vary. Guess what the object is. Answers will vary. Pull out the object out. Were you right? Answers will vary. What is it? Answers will vary. Does it begin with ‘o’ or ‘g’? Answers will vary. Place the mystery bag object next to the ‘O’ or the ‘G’ card to show its beginning sound. Answers will vary.
Do not correct the student. Repeat one object at a time until mystery bag is emptied.
Take a photograph of the Phonics cards with the objects. If the student has placed incorrect objects on the Phonics cards point to the wrong object.
This is a (name object and emphasise the beginning sound). Does (name object) begin with ‘o’ or ‘g’? Answers will vary.
Repeat with each misplaced object with emphasis on the beginning sound to help the student replace object correctly.
Save the photograph onto the set folder. Store the phonics cards.
Sun, sand and surf Lesson notes – Day 8
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Let’s read and write Sight word fun – the, said and but Materials: • activity sheet Sight word fun – the, said and but
• scissors
• glue stick
• pencil.
Place the activity sheet on the table and point to the top box.
This sheet has three sight words, two you have met and one that is new. Point to ‘the’ and trace the letters. Point to ‘said’ and trace the letters. We can sound the next word. Let’s do it together. b u t but ‘but’ is a joining word like ‘and’. Trace the letters. Hoe many letters are there? 3 What are they? b u t I’ll use ‘but’ in a sentence. I looked for the cat but I could not find it. You try to make a sentence. Answers will vary. (Help if required.) In the next space there is a sentence that uses ‘but, but it is missing some words. Let’s count the spaces together to see how many words are missing. 3 Let’s read the words that we can see in the sentence. Fred he put on sunscreen he got burnt. (Point to the, but and said in the dotted lined boxes). Here are our 3 missing words! They are our sight words. Trace the letters that make each word. Read each word. Cut out each word. Read the sentence again and try to place each word into its correct place.
Encourage the student to experiment with the words until the sentence is correct. Fred said he put on the sunscreen but he got burnt. Ask the student to glue the words into place.
Store or scan and save the activity sheet.
Sun, sand and surf Lesson notes – Day 8
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Sight word bingo Materials: • activity sheets – Sight word bingo 1 and 2
• Bingo tokens (or counters)
• Sight word cards – this, the, up, we, in, is, it, I, said, but.
Ask the student to place an activity sheet game board in front of you and one in front of him/herself. Ask the student to place the tokens between you.
Ask the student to make a stack using the sight word cards and place it face down on
the table.
We are going to play a new game of sight word bingo. This bingo board includes our new sight words ‘said’ and ‘but’. Point to the word ‘but’. Point to the word ‘said’. Read all the words on your game board. Let’s play. Turn over the top card on the stack and place it next to the stack. Read the word. Answers will vary. Find the word on your game board and place a token on top of it. I’ll do the same. Now its my turn. I’ll turn over the next card and place it on top of your card. The word is … Find the word on your game board and place a token on top of it. I’ll do the same. We’ll keep playing until one of use has all the words in one covered with tokens. We don’t have to cover the smiley faces with a token.
Play the game until one player wins. Play another game. If the word stack runs out, turn the used cards face down to make a new stack.
Store the cards and game pieces. Encourage the student to play with others during his/her free time.
Sun, sand and surf Lesson notes – Day 8
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Make a sight word Materials: • play dough
• sight word cards – the, up, said and but
• camera.Place the play dough on the table.Ask the student to divide the play dough into four pieces and make four long thin snakes. Place the sight words on the table one by one and ask the student to read them. Help if required. Ask the student to choose one sight word and place the card in front of him/herself. Ask the student to use one ‘snake’ to make the letters in the word.
Take a photo of the play dough word with the sight word card next to it. Repeat for all four sight words.
Save the photographs into the set folder. Store the sight words and play dough.
Sand castles Materials: • reading book – Sand castles.Sit in a comfortable place together.Help the student read the title, author and illustrator’s names.Ask the student to count the shells. 7Ask the student to count the turrets or towers on the castle. 9Ask the student to open to the title page.Ask the student to count the turrets or towers on the castle. 10Ask the student to turn the first page and tell you what is happening in the pictures.Read the text together, encouraging the student to read any known words.Point to the text and move from left to right while reading.Ask the student to tell you what happened in the story. Answers will vary, eg A boy and a girl made a sand castle by the sea. They used buckets and spades and decorated the sand castle. The ocean came up and washed the sand castle away. The children went home but they will built another sand castle tomorrow.
Sun, sand and surf Lesson notes – Day 8
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Ask the student to turn to the inside back cover. Point to the author title and name.
Here is some information about the author. What is the author’s job? to write the story Do you think that the author has ever made a sand castle? Answers will vary. Listen while I read the information and we might find out.
Read the text about the author.
Did the author make sand castles? It doesn’t tell us. Where did the author grow up? near the sea What does she say about sandcastles getting washed up by the tide? You can just make another one.
Point to the illustrator title and name.
Here is some information about the illustrator. What is the illustrator’s job? to draw the pictures for the story Do you think that the illustrator has ever made a sandcastle? Answers will vary. Let’s see what the information tells us.
Read the text about the illustrator.
Does the illustrator say anything about the beach? no The illustrator lives in Melbourne which is a big city! Where does the illustrator get her ideas from? a busy and fun household
In out next activity you are going to be the illustrator and author of your own story.
Let’s share My beach story Materials: • activity sheet My beach story
• pencils.
Place the activity sheet on the table.
Sun, sand and surf Lesson notes – Day 8
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The is a story writing page. Where will the story take place? The pictures give you a clue. the beach Look at the pictures. They might give you some ideas for your beach story. how will your story start? Answers will vary, eg One hot day we went to the beach. Have a go at printing that sentence below the big beach picture.
Encourage the student to use have a go writing to print the sentence.
What happened next? Answers will vary, eg I built a sand castle. Have a go at printing that sentence.
Encourage the student to use have a go writing to print the sentence. Continue guiding the student through the story writing. If there is not enough space, the student can print on the back of the activity sheet. Ask the student to read the completed story to you. Print the text above the student’s effort where required.
Now you are the illustrator. You need to finish the beach picture so it matches your story. You can cut out the pictures from the bottom of the page and glue them on too, if you wish.
Encourage the student to work independently to complete the picture.
To complete the story you need a title. What will you call your story? Answers will vary.
Encourage the student to use have a go writing to print the title in the box at the top of the page.
Store or scan and save the activity sheet.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 8 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 9
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 9 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Gorgeous g
• Begins with or ends with g?
• I spy at the beach
Resources (please print)
• My name is (Day 8)
• Sight word cards – can, my, this, we, the, but, said, up
• Alphabet chart – tracing
Reading books
Nil books
Other resources
• glue stick
• camera
Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.
Sun, sand and surf Lesson notes – Day 9
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s begin Sign in to learn Materials: • activity sheet My name is (Day 8)
• Alphabet chart – tracing
• pencil.
Place the activity sheet and chart on the table.
Let’s start from Day 1 to see how well you have been printing your name. What did you do well when printing your name? Answers will vary. What could you do better? Answers will vary. Point to the line that shows the best print of your name. Read the sentence for today. My name is Trace the letters that make the words. (Check formations.) Print your name to finish the sentence. Try to make this your best effort.
Store the activity sheet for Day 10.
Let’s explore phonics Gorgeous g Materials: • activity sheet – Gorgeous g
• lead pencil.
Place the activity sheet on the table and point to the letter G.
What is the name of this letter? G What is its sound? g Point to the capital G. Point to the lower case g. Look at the title. It says Gorgeous g. How many ‘g’s can you see in the title? 3
Use a pencil to trace the capital G’s. (Check formation.)
Sun, sand and surf Lesson notes – Day 9
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Print two capitals G’s on the lines. (Check formation.) Use a pencil to trace the lowercase g’s. (Check formation.) Print two lowercase g’s on the lines. (Check formation.) Point to the sentence and read the words following from left to right, emphasising the beginning sound ‘g’. Ask the student to point to the words and read the sentence together. Ask the student to choose a colour and to trace all the capital and lowercase g’s in the sentence. Ask the student to use another colour to trace the remaining letters. Read the sentence with the student. Ask the student to name the pictures at the bottom of the page. goat, girl, grapes
What sound do they begin with? g Think of two other things beginning with g. Answers will vary, eg grass, gate, ghost, goose, glove, gift, guitar, glasses. Draw the two things into the box.
Store or scan and save the activity sheet.
Where’s the ‘g’? Materials: • activity sheet Where’s the ‘g’?
• scissors
• camera.
In this activity when referring to the letters please use sound only. Place the activity sheet on the table and point to the pictures. Ask the student to name each picture, going across the rows.
Listen as I say the picture names. D o g (emphasise the g). Is the ‘g’ at the beginning or end of ‘dog’? end G rapes (emphasise the g). Is the ‘g’ at the beginning or end of ‘grapes’? beginning
Continue in this way until the student has identified the ‘g’ sound as beginning or end for each picture. Ask the student to cut out the pictures along the dashed lines. Ask the student to place the pictures face down on the table.
Sun, sand and surf Lesson notes – Day 9
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Ask the student to turn over a picture and tell you its name.
Repeat the name of the picture. Is the ‘g’ at the beginning or end? Answers will vary.
Repeat until all cards have been turned over. Ask the student to place all the beginning sound pictures in one row and all the end sound pictures in another row. Do not help the student.
Take a photograph of the picture rows. If the student has any pictures in the wrong rows, say the picture name to him/her and ask that the picture be moved to the other row. Ask the student to read the names of the pictures in each row, emphasising the ‘g’ in each word.
Save the photograph into the set folder. Store the picture cards for the Let’s share activity.
Let’s read and write I spy at the beach Materials: • scissors
• glue stick
• activity sheet I spy at the beach
Place the activity sheet on the table and read the tittle.
We are going to play a game of I spy with this picture. Look at the picture and answer my I spy question. I spy with my little eye, something beginning with ‘o’. Answers will vary, eg octopus, octagon. I spy with my little eye, something beginning with ‘g’. Answers will vary, eg grandpa, goat.
Ask the student to point to and name all the pictures. Ask the student to tell a story about is happening in the picture. Ask the student to print the story on the lines below the picture. Encourage the student to use have a go writing.
Sun, sand and surf Lesson notes – Day 9
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Ask the student to read the story to you. Print the words above the story if required. Help him/her cut out the words along the dotted lines.
Place all of the words beginning with ‘g’ in one pile and all of the words beginning with ‘o’ in another pile. Now we can match the words to the objects in the picture and glue them on the page. I spy with my little eye, something beginning with ‘g’. Answers will vary. Try to find the word that says … and put it next to the …. . Now glue it on.
Where required, help the student to sound the words to match to the pictures, eg g oat, oct o pus. Continue asking the ‘I spy’ questions until all the labels have been glued onto the picture.
Which two pictures do not have labels? seagull/bird and dolphin Do the names of these animals begin with ‘o’? no Do the names of these animals begin with ‘g’? no Then they don’t need labels.
Store or scan and save the activity sheet.
Let’s share Build a sentence with words and pictures Materials: • Picture cards from where’s the ‘g’?
• Sight word cards-can, my, this, we, the, but, said, is, it, look, I and up
• camera. Place the sight word cards and the pictures on the table.
We are going to use pictures and the words to make a sentence! Let’s make one together. We can start with ‘this’. Place it on the table. What word or picture could we put next? Answers will vary, eg dog, egg, grasshopper. What could we put next? Answers will vary, eg said. What could we put next? Answers will vary, eg look.
Sun, sand and surf Lesson notes – Day 9
© Department of Education WA 2015 – ECEENGLISHPPSet3
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The said look. This is my .
This can look. Look up said the Work together to make the sentences. As the student becomes more confident, encourage him/her to work independently. The student can use a base sentence and change the pictures to make different sentences. Ask the student to read each sentence after he/she has made it.
Take a photograph of each sentence.
Save the photographs into the Set folder.
Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 9 stored or saved.
Store the checklist and complete it at the end of each lesson.
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Day 10 Collect and prepare the items listed on the Materials checklist.
If the student has charts and cards from previous sets, these can be reused.
Materials checklist
Activity sheets (please print) Check
• Here is the sea
• Be sun smart
• I can be sun smart
Resources (please print)
• My name is (Day 9)
• Alphabet chart – tracing
• Capital and lower case letter cards – Gg and Oo (Day 6)
• Capital letter/lowercase letter table
• Sight word cards – this, the, up, we, in is, it, I, said, but
• Sight word bingo 1 and 2 (Day 8)
• Bingo tokens
Reading books
• Fred at the Beach
Other resources
• camera
• video camera
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s begin Sign in to learn Materials: • activity sheet – My name is (Day 9)
• Alphabet chart – tracing
• pencils.Place the activity sheet and chart on the table.
Let’s start from Day 1 to see how well you have been printing your name. What did you do well when printing your name? Answers will vary. What could you do better? Answers will vary. Point to the line that shows the best print of your name. Read the sentence for today. My name is Trace the letters that make the words. (Check formations.) Print your name to finish the sentence. Try to make this your best effort.
Store or scan and save the activity sheet.
Here is the sea Materials: • activity sheet Here is the sea
• pencil.
Place the activity sheet on the table. Read the title and look at the pictures with the student. Read the poem with the student. Read the poem again and add the actions – and follow the Action instructions below. Line 1: make waves with one hand Line 2: the ‘boat’ is a clenched fist bobbing up and down, nod head for the ‘me’ Line 3: make ‘little fish’ swimming with both hands Line 4: hide the ‘fish’ hands behind your back. Repeat. Ask the student to find and circle all the ‘the’ words in the poem. 4
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Ask the student to trace the ‘the’ words in the next row. (Check formations.) Ask the student to print the letters into the boxes to make ‘the’. Ask the student to trace the ‘the’ words in the next row. (Check formations.)
Store or scan and save the activity sheet.
Let’s explore phonics Gg and Oo Materials: • Capital letter and lowercase letter cards
• Capital letter/lowercase letter table
• camera.
Place the table next to the cards. Point to the capital letter column.
When you find a capital letter you need to put it in this column. (Point to the lowercase letter column). When you find a lowercase letter you need to put it in this column. You will turn over a card, say the name and sound of the letter and place it on the table.
The student to works independently to complete the table. Do not correct any of the student’s choices.
Take a photograph of the table with the letters on it. Ask the student to organise the letters so they make pairs across the two columns, eg G g are side by side. Corrections can be made at this point, if required.
Save the photograph into the set folder. Store the cards and table.
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Let’s read and write Sight word bingo Materials: • activity sheets – Sight word bingo 1 and 2 (Day 8)
• Bingo tokens (or counters)
• Sight word cards – this, the, up, we, in, is, it, I, said, but.
Place the game boards on the table. The student should have a different one from Day 8. Ask the student to read the words on his/her game board to you. Game instructions: Place tokens on table. Place sight word cards face down in a card deck on the table. Player turns over a sight word card. Player reads the card. Players cover the word with a token on their sight word game board. Repeat. When one row of words has been covered on the game board, that player is the winner of that round. Play 3 games.
Be sun smart! Materials: • activity sheet Be sun smart
• glue stick
• scissors
• pencil.
Place the activity sheet on the table. Ask the student to look at the pictures of Sunny.
Sunny is wearing something to protect him from the harsh rays of the sun in the sky. What is he wearing in the first picture? sunscreen
Sun, sand and surf Lesson notes – Day 10
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What does sunscreen protect? our skin What is he wearing in the second picture? hat What does a hat protect? head, face, ears, neck What is he wearing in the third picture? hat and glasses What do glasses protect? eyes What is he standing under in the fourth picture? beach umbrella What part of us does the shade of the beach umbrella protect? whole body
Help the student to cut out the four pictures along the dotted lines.
The sentences tell us what sun smart Sunny is doing in each picture. (Point to the word ‘sunscreen’.) This word begins with ‘s’ and helps to protect our skin. Can you guess what word it is? sunscreen We wear sunscreen to protect our skin. This sentence says ‘Wear sunscreen’. Find the picture to match this sentence. Glue it into the box next to ‘Wear sunscreen’.
Ask the student to trace over the first sentence. Check letter formations. Repeat for all sentences to complete the activity.
Store or scan and save the activity sheet.
Fred at the beach Materials: • Fred at the beach reading book
• video camera. Place the book on the table. Read the title and point to the picture of Fred.
Here is Fred in his bathers and flippers. Is Fred ready for the beach? Answers will vary. Is Fred being sun smart? Answers will vary. What should Fred do to be sun smart? Answers will vary, possible responses include: • put on sunscreen
• put on a shirt, sunglasses and hat
• stay under the shade.
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Read the story with the student.
Make a video of the student reading the book independently. Give help if required.
Store the book.
Let’s share I can be sun smart Materials: • activity sheet I can be sun smart
• pencils.
What happened to Fred at the beach? Answers will vary. Did he listen to his friends? no What were Fred’s friends asking him to do? Answers will vary. Possible responses include: • put on a hat
• put on sunscreen
• put on a shirt
• be sun smart.
Why did Fred get sick? Answers will vary.
If he listened to his friends would he have been sunburnt? no
Place the activity sheet on the table.
This activity sheet is going to be a sun smart poster. Use the body outline to draw a picture of yourself wearing sun smart clothes. You can include other sun smart things too. You can be at the beach or in the park.
After the student has completed the drawing ask how he/she is being sun smart. Ask the student to have a go at labelling the sun smart items, eg hat, shirt, shade.
Store or scan and save the activity sheet.
Sun, sand and surf Lesson notes – Day 10
© Department of Education WA 2015 – ECEENGLISHPPSet3
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Tutor Reflection Please complete the Day Reflection. Write your observations and comments about how capably the student worked on the Day 5 – 10 activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.
Store the Reflection for return with the set.
Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 10 stored or saved.
Store the checklist.
Department of Education
© Department of Education WA Revised 2020
Pre-Primary
Set 3Lesson Notes