PREP 27 & 28 READING PROGRAM

Term 3 Week 6

Daily 5
(up to
15m)

Monday 17/8/15
Set up Work on Writing book Passions Page.
*Early/Emergent - Behaviours +
anchor chart.

Text: Max and the Little Plant

Focus: GKR - Picture splash - what do
Tuning in B
you think this book is going to be
Role Play /
about based on the pictures on the
Beginning
IWB? Making predictions.
Readers
THRASS focus: /a/ as in ant
(15-20m)
C Redshaw

Tuning In A
Early /
Emergent
Readers
(15-20m)
A Khun
Independe
nt
Activities
(20m per
rotation)
Refer to
Activity
Details
table
below

Text: A day at Greenhill Farm

Focus: To identify features of nonfiction texts and describe their
purpose - contents, glossary, index,
photos, labels, captions.
THRASS focus: i like in tin. Practise
cued articulation and make anchor
chart of i words.
Lucas Q, Lucas
W (21) Nasreen,
Moni (18)

Jordana, PearlLyn (16)

Narud, Ashleen,
Arni , Kara,
Amity (13)

Brendan , Sky,
Ajaiveeer, Axel
(10)

Alex, Laylla,
Hasula (9)

Daniel S,
Ayden, Aaron,
Tasma, Cheny,
Andrew (8)
Omar, Methvin,
Jayda (6)

Tuesday 18/8/15
Role Play/Beginning - Behaviours +
anchor chart
Early/Emergent - Practise recalling
facts from big book.

Wednesday 19/8/15
Role Play/Beginning - Practise big
book response.
Early/Emergent - Practise recalling
facts from big book.

Thursday 20/8/15

Friday 21/8/15

N/A due to single session.

N/A due to single session.

Text: Max and the Little Plant

Text: Max and the Little Plant
Focus: To practise using reading
Focus: Targeting vocabulary
strategies - look at the pictures, say
the first sound. Cover particular words,
model using picture cues to help work
out what a word might be, then slowly
uncover, looking at initial sound to
confirm.

Text: Max and the Little Plant

Focus: To practise using reading
strategies - look at the pictures,
say the first sound. Cover
particular words, model using
picture cues to help work out
what a word might be, then
slowly uncover, looking at initial
sound to confirm.

Text: Max and the Little Plant

Focus: (shared reading) To
retell the story using words first, then, next, after that,
last/at the end. After reading
together, model how to give an
oral retell, then turn and talk to
a partner doing the same.

Text: A day at Greenhill Farm

Focus: Highlight how we can find
information easier by utilizing features
of non-fiction texts. E.g. contents,
headings, glossary and index.

Text: A day at Greenhill Farm

Focus: To identify beginning and
end sounds in a word in order to
decode unknown words.

Text: A day at Greenhill Farm

Focus: To identify words with
sounds that can be flipped.

Text: A day at Greenhill Farm

Focus: To identify and describe verbs,
nouns, and adjectives. Before reading,
review what these word groups are.

Computer

iPad

Word Work

THRASS

Big Book A

L/L: Gabbys Fast Ride

Follow Up

Word Work

THRASS

iPad

Big Book A

Taking Care of
Ourselves

Follow Up

Computer

THRASS

Word Work

iPad

Swimming Lessons

Follow Up

Computer

Big Book A

Word Work

Computer

Polar Animals in
Danger

Follow Up

THRASS

iPad

Big Book A

THRASS

Horses Hiccups

Follow Up

Computer

iPad

Read to Someone

Word Work

Say Cheese

Follow Up

Computer

Big Book A

Read to Someone

Word Work

M/N: Everybody Feels Scared

THRASS

Big Book B

Listen to Reading

Mumps

Follow Up

GR - Joshs Shop

Follow Up

LivY, Kevin, Jj
(5)

THRASS

Word Work

Kitty Cat and Fat

Cat

Follow Up

Big Book B

Listen to Reading

Hide and Seek

THRASS

Mother Bird

Follow Up

Big Book B

Listen to Reading

Bumper Cars

Follow Up

The Lazy Pig

Follow Up

THRASS

Listening to
Reading

Happy Face, Sad

Face

Follow Up

Big Book B

Guided Reading
Text/Level: Say Cheese (8)
Focus: To use picture and initial blends to
help read - ph and ch. Review sight
words - the, but, came, take. Model
blending and stretching sounds to help
read new words.
Follow Up: complete the blend worksheet
that focuses on initial sounds. Students are
to fill in the blank spaces while using the
pictures to support their learning. They are
then to write a silly sentence using one of
the words.

Guided Reading
Text/Level: Horses
Hiccups (9)
Focus: To chunk
words into smaller
parts to help read.
Before reading, make
predictions. Model
chunking strategy hic/cups, swoop/ed,
tum/my, pat/ted,
rub/bed.
Follow Up: students
will complete the
chunking worksheet
where they need to
match the words in
the left column to the
the words in the right
column to form longer
words and understand
how these words are
chunked. They will
then write a word that
can be chunked.

Guided Reading
Text/Level: Polar
Animals in Danger
(10)
Focus: To chunk
words into smaller
parts to help read.
Before reading, make
predictions. Model
chunking strategy gar/bage, hunt/ing,
tank/ers, sea/birds,
fisher/men
Follow Up: students
will complete the
activity Spin a
Chunk where they
use the pencil to spin
on the wheel.
Whichever word they
land on they must
color the words
around that have the
word they landed on
inside. For e.g. they
land on an they will
color in the word
hand.

Guided Reading
Text/Level:
Swimming Lessons
(13)
Focus: To chunk
words into smaller
known parts to help
read. Model chunking
strategy swimm/ing, learn/ing,
safe/ly, show/er,
float/ing, kick/ing.
Follow Up: students
will complete the
chunking worksheet
where they will use
the ending sounds in
the word list to
complete the words
on the left side. For
e.g. learn/ing.

Guided Reading
Text/Level: Taking
Care of Ourselves
(16)
Focus: To flip sounds
when trying to
decode difficult
words.

Guided Reading L/L

Text/Level: Gabbys First Ride (21)
Focus: To summarise the main events
in the book.
Follow Up: students will complete
the fiction stories worksheet. They
will need to use the headings provided
to summarize the main ideas in the
story. Headings include: first, next,
then and last.

Guided Reading
Text/Level: Everybody Feels
Scared (18)
Focus: To track thoughts while
reading - questions and connections
Follow Up: students will need to
identify a part in the story in which
they made a connection with. They
must draw a picture of this part and
describe it. In the next box they will
describe and draw a time that
reminded them of what they read in
the story.

Guided Reading
Text/Level: The Lazy Pig (3)
Focus: Recognising words at sight, looking
at the first sound in the word.
Follow Up: Cut and paste the sentences
into the correct order.

Guided Reading
Text/Level: Mother
Bird (4)
Focus: Looking at
initial sounds and
pictures to decode
unfamiliar words.
Follow Up: Cut and
paste the words into
the correct order.

Guided Reading
Text/Level: Kitty Cat
and Fat Cat (5)
Focus: Looking at
the sounds in the
words and putting
them together to
decode.
Follow Up: Fill in the
missing words in the
sentences from the
book.

Guided Reading
Text/Level: Mumps
(6)
Focus: Looking at
the sounds in words
and connecting these
sounds to the
pictures. Does it look
right?
Follow Up: Cut and
paste the pictures
into the correct order.
(sequencing/retelling
)

Guided Reading
Text/Level: Happy
Face, Sad Face (3)
Focus: Recognising
words at sight,
looking at the first
sound in the word.
Follow Up: Cut and
paste words to match
the opposites.

Guided Reading
Text/Level: Bumper Cars (4)
Focus: Looking at initial sounds and
pictures to decode unfamiliar words.
Follow Up: Looking at the pictures,
write a brief sentence to retell the
story.

Guided Reading
Text/Level: Hide and Seek (5)
Focus: Looking at the sounds in the
words and putting them together to
decode.
Follow Up: Fill in the missing
common words in the sentences.

Ethan,
Christina,
Angelica,
Danny (4)
Chrystian,
Daniel (3)

Teacher
Group
(20m)
A Khun
Assessment
Form

Teacher
Group
(20m)
C Redshaw
Assessment
Form

Kate Tairi /
Thy Kong

Aide Group
Sage Davis

Support Lucas with assigned activities.

Guided Reading
Text/Level: Joshs Shop (6)
Focus: Looking at the sounds in
words and connecting these sounds to
the pictures. Does it look right?
Follow Up: Draw a picture of Joshs
shop, copy the sentence and cut and
paste the words into the correct order.

Literacy Support
10 minutes each:
Group 1-Ethan & Angelica
Group 2- Jj & Christina
Aide Group Practise recording letters, saying the
Thy Kong sounds and making cued articulation signs
for the following:
g, j, n, i e.
Play sound/letter games: Tic Tac Toe, Frogs
in the Lily Pond.

Literacy Support
Working with Ponies
10 minutes each:
on Big Book B
Group 1- Chrystian & Omar
activity
Group 2- Daniel & Methvin
Practise recording letters, saying the sounds
and making cued articulation signs for the
following:
g, j, n, i e.
Play sound/letter games: Tic Tac Toe, Frogs in
the Lily Pond.

Share Time Refer to Reading task board.

(5-10m)

Refer to Reading task board .

Working with Kittens Guided Reading

on Big Book B activity Text/Level: Joshs Shop (6)
Focus: Looking at the sounds in
words and connecting these sounds to
the pictures. Does it look right?
Follow Up: Draw a picture of Joshs
shop, copy the sentence and cut and
paste the words into the correct order.

Refer to Reading task board in

classroom.

Refer to Reading task board in

classroom.

Literacy Support
10 minutes each:
Group 1-Ethan & Angelica
Group 2- Omar & Danny
Practise recording letters, saying
the sounds and making cued
articulation signs for the following:
g, j, n, i e.

Refer to Reading task board.

ACTIVITY DETAILS
Computer
Early /
Emergent

[Rhino, Zebras and Lions]

Log onto Oxford Owl (class
login). Read
eBook - Little Mouse Deer and
the Crocodile. Listen to the
story twice, complete the
activities and then record on
the T-Chart provided, listing i
words from the book.

iPad

THRASS

Word Work

Watch BrainPop Jr
video on---

Students are to complete the

activity worksheet focusing on the
/i/ sound. They must fill in the
blanks, using the pictures to help
them. After, they should write
another word with the /i/ sound
and draw a picture to support it,
as well as, using it in a sentence.

N/A

Circle the picture with the short a N/A

sound.
Trace the word and fill in the
missing letter.

Listen to Reading

Students are to complete a

Incorporated into Computer
cloze activity with sentences
task.
from the big book. The words
are verbs that must be chosen
from the wordlist. Students are
then to write a sentence with a
verb of their choice and draw a
picture.

Big Book A/B

Work independently to record
adjectives identified in the big
book for describing ducklings
and choose an animal of their
choice to describe, using the
graphic organizer.

[Giraffes, Monkeys and

Elephants]
The Laughing Princess instead
of Little Mouse Deer and the
Crocodile.

Role
Play /
Beginning

N/A

Watch and listen to the story on

the IWB - after you have read
through the story twice, as a
group complete the activities.
PM GEMS Green, Little Chimp
and the Buffalo.

Fill in the sentences about

helping people. Who do you
like to help and what do you
do to help them? Draw a
picture for each sentence.