| Slide | Part | On screen / book | Teacher says | Teacher does — point, click, clap | Students |
|---|---|---|---|---|---|
| 1 | Launch | Grammar — Day 56 | (nothing yet — this is on screen as they come in and settle) | Have Grammar — Day 56 up before they enter. Say nothing about it; it is doing its work by being there. | See it on the way in. Know grammar is next. |
| 2 | Launch | All four devices | “Assalamu alaykum.” | Greet and settle. | Return the greeting. |
| 3 | Launch | Today — Launch highlighted | “Our plan.” | Point down the five steps. | Look. |
| — | Launch | (no slide — retrieval) | “Yesterday: all four devices. Quick — one together.” | 60 seconds, no longer. Same language as when it was taught, a NEW example. Note: SPIRAL. If they cannot do this, that is today's real work — stop and reteach with the sheet named against the error. | Answer together. |
| — | Launch | Why — say it ten seconds, off screen, in your own words | “When we write it clearly, the reader understands us the first time.” | Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson, on purpose. | Listen. |
| 4 | Launch | Rhyme, assonance, consonance, alliteration — I know all four. | “Rhyme, assonance, consonance, alliteration — I know all four.” | Say it slowly. This is the one idea of the day. Note: CONFOUND CONTROLLED: Review and celebration. No new content. | Listen. |
| 5 | Launch | What we will do · Yesterday: all four devices. · Rhyme, assonance, consonance, alliteration — I know all four. · The question we ask: “Do the sounds match, and where?” · Then we find them together. | “Rhyme, assonance, consonance, alliteration — I know all four. The question we ask ourselves is: Do the sounds match, and where?” | Click once per line. Land on the question — it is the tool they keep. | Listen. |
| 6 | Launch | Dark drops dripped down the door. AnswerDo the sounds match, and where? → yes | “Dark drops dripped down the door.. Do the sounds match, and where?” | Ask it, answer it aloud together, then click. | Answer together. |
| 7 | I do | Today — I do highlighted | “Watch me do one — then I will leave it on the board.” | Point to I do. | Watch. |
| 8 | I do | I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it | “Maybe I fib bled them, wrote the author.” … “Do the sounds match, and where?” … “I fib bled — alliteration.” “Your turn: same question, on your board.” | One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one. Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back. | Watch. Hands still. |
| — | I do | (board — build the VIP, then leave it up) | (you are narrating each stage as you draw it — see the stages) | Build on the BOARD, not the slide. · Write Maybe I fib bled them, wrote the author. (p.71) · ① Write the question underneath: Do the sounds match, and where? · ② Try it on I fib bled — “I fib bled” — it works · ③ Ring I fib bled and name it: alliteration Then leave it up for the whole lesson. Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls. | Watch it being built. It stays there to look at. |
| 9 | We do | Today — We do highlighted | “Together. Boards out.” | Boards out. | Boards ready. |
| 10 | We do | Maybe I fib bled them, wrote the author. (p.71) Answerfind the alliteration | “Maybe I fib bled them, wrote the author.” … “Do the sounds match, and where?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 11 | We do | A gruff cough suddenly scuffed the air, right beside them. (p.72) Answerfind the alliteration | “A gruff cough suddenly scuffed the air, right beside them.” … “Do the sounds match, and where?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 12 | We do | Gentle Grandma gave the girl a gift. AnswerGentle, Grandma, gave, girl, gift | “Gentle Grandma gave the girl a gift.” … “Do the sounds match, and where?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 13 | We do | The hungry heron hunted in the harbor. Answerhungry, heron, hunted, harbor | “The hungry heron hunted in the harbor.” … “Do the sounds match, and where?” | Wait. Boards up on signal. Scan before you reveal. | Write the answer, boards up. |
| 14 | You do | Exit directions Before you start · Sheet and pencil · Ask the question on every item · Find the alliteration in each one · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 56 | “Before you move. Sheet and pencil. Ask the question on every item. Find the alliteration in each one. Do all of them, then look up. When I say go — and not before.” | Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for. Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up. | Listen with hands still. Then start. |
| 15 | You do | VIP slide How we did it together the worked example — one click per step 1. Write Maybe I fib bled them, wrote the author. (p.71) 2. ① Write the question underneath: Do the sounds match, and where? 3. ② Try it on I fib bled — “I fib bled” — it works 4. ③ Ring I fib bled and name it: alliteration Worksheet — Lesson 56 | “On your own. The question is the same: Do the sounds match, and where?” | Their sheet carries the same strip. Come back to this if anyone stalls. | Work alone. |
| 16 | Closure | Today — Closure highlighted | “Boards up one more time.” | Point to Closure. | Boards ready. |
| 17 | Closure | This is another of your great author ideas! Answer— (check against the spot test, not the meaning) | “Last one. Do the sounds match, and where?” | Boards up on signal. Scan. Click to reveal. Note: Held-out item — the class has not met this one. | Answer. Hold up. |
| 18 | Closure | Alliteration is about sound. | “Alliteration is about sound.” | Collect boards. | Repeat: “Alliteration is about sound.” |
| Core | As written. |
| Bridge | 2–3 word items only. Teacher does the first one with the student. |
| Foundation | One word at a time; student echoes, then one clap. No sentences yet. |