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Pre-Primary Literacy Daily Review T1 W3 2022
- 1. Term 1: Week 3
- 2. • Shake shake clap clap hands in your lap.
- 3. Syllables are beats in words. Every syllable has a vowel.
- 4. How many syllables? 1 1 1
- 5. How many syllables? 2 2 2
- 6. How many syllables? 2 3 3
- 13. Rhyme Rhyming words have the same middle and end sound
- 14. Which word Rhyme with
- 15. Which word Rhyme with
- 16. Which word Rhyme with
- 17. Which word Rhyme with
- 18. Which word Rhyme with
- 19. Which word Rhyme with
- 20. Which word Rhyme with
- 21. Which word Rhyme with
- 22. Which word Rhyme with
- 23. Which word Rhyme with
- 24. Can you figure out what the picture start with?
- 41. I spy something starting with……..
- 44. Blending Words to join speech sounds together to make words
- 46. Bat
- 47. Mess
- 48. Bus
- 49. bee
- 50. Nail
- 51. Lime
- 52. Segmenting Words Robot walk Kung Fu Panda Hula hoop sound jump
- 60. Compound Words Compound words are words joined together
- 68. Tongue Twisters Can you say it fast?????
- 70. A graph is one letter that makes one sound.
- 76. Peggy Leggo / Writing in the sand Can you say it as you write it?
- 77. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Starts at the top pulls down and stops. The Tall Man
- 78. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Starts at the middle pulls down and stops. Short Man SHORT MAN SHORT MAN
- 79. Sideways Sideways through the red sand. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Sideways Sideways
- 80. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Jack and Hill up the hill and down the hill. TheHill
- 81. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Down under and back up again. The Goanna
- 82. Up and over the fence. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard The Kangaroo
- 83. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Down up , bump and around. The Spider
- 84. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard Around and down tick tick tick clunk. The Broken Windmill
- 85. Down, across and hanging under the water. • Trace in the air with finger (with rhyme) – track with me • Practice on their whiteboard The Fish hook
- 86. Letter formation Lowercase Monday - Wednesday
- 87. Long man starts here, jumps up and over the gate, and in. Lets write! In the air - On your whiteboard-
- 88. Short man down, and hop on over the gate. Lets write! In the air - On your whiteboard-
- 89. Short man down, and hop the fence, hop on over again. Lets write! In the air - On your whiteboard-
- 96. Sam sat.
Editor's Notes
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Sunrise Pocket Daisy
- electricity
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Rip
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Can you think of another word that rhymes?
- Hug
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.
- Graphs T: “A graph is one letter that makes one sound. What is a graph?” Action: Hold one finger up S: “A graph is one letter that makes one sound.” Repeat action Flash letter sounds on the whiteboard. Stop at various letters and discuss words beginning with that sound. Ask students to tell their partner a word beginning with that sound/ask students to write a word on their whiteboards beginning with that sound.