Grade 1 · Lesson 23 — A word worth stealing

Literature · Poodle Knows What · blocked · 30 min · 17 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: Same sounds, new words.

Objective Find the one word on the page the author chose carefully — not the longest, the most exact — and use it in a sentence of your own. Using Poodle Knows What.

Smallest piece The tapping method works on any three-sound word, not only the ones already met.

Spot test “How many sounds do I hear?”

Why that test works Returning to the same test on unfamiliar words is what proves the method transferred rather than the words being memorised.

Why — in your own words Knowledge that only works on what you have already seen is not yet knowledge.

Practice mode blocked

If it breaks Remedial 08

Materials Mini-whiteboard + pen per student · Printed student sheet (one each) · Deck — 17 slides · Teaching page — printed at the top of the sheet (file no. 62) · Remedial 08

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 23	(nothing yet — this is up as they come in and settle)	Have Writing — Day 23 up before they enter. Say nothing about it. Same slide every lesson, number only changes. It marks the transition into writing before you speak, which saves you having to. Students: See it on the way in. Know writing is next.
Slide 2 LAUNCH A word worth stealing	“This is how we set our hand and our page up to write.”	CONTEXT — say where this lesson sits: what it follows, and what it is part of. One sentence. The children should know what kind of work is starting. Context, not a hook. A child who knows what KIND of lesson this is spends no attention working it out. Students: Listen. Orient.
Slide 3 LAUNCH Today ›› Launch I Do We Do Read You Do Closure	“Here is what we will do today.”	Point to Launch once. Do not explain the others. · Retrieval on MWB · 3-5 min Mini-whiteboards: Retrieval on MWB Students: Look.
Slide 4 LAUNCH Find the one word on the page the author chose carefully — not the longest, the most exact — and use it in a sentence of your own. Using Poodle Knows What.	“Find the one word on the page the author chose carefully — not the longest, the most exact — and use it in a sentence of your own. Using Poodle Knows What.”	PURPOSE — say it slowly, in these words. The teacher objective in the header is for you; this is the version the class hears. Never read a teacher objective to children. The version in the brief header is written for you and is too long and too abstract to say to a class; this one is what they hear. Students: Listen.
No slide LAUNCH WHY — SAY IT ten seconds, off screen, in your own words	“Knowledge that only works on what you have already seen is not yet knowledge.”	Why this matters. Say it, do not read it. Ten seconds, then move on. Your words, not these. This is the one beat of the lesson that should sound like you mean it rather than like it is written down. Students: Listen.
Slide 5 LAUNCH Sixty seconds — what do you remember?	“Before anything new: U2 set 3.”	Five minutes, boards out. Take answers from boards, not hands. Do not re-teach — this is retrieval, not a lesson. The spiral. These are sets met 2, 5, 10, 20 or 35 lessons ago, and the items are DIFFERENT from the ones taught then — same category, new example. If they cannot recall it, note it and move on. Students: Write answers on boards.
Slide 6 LAUNCH What we will do The tapping method works on any three-sound word, not only the ones already met.	“The tapping method works on any three-sound word, not only the ones already met.”	Click once per line. Do not elaborate. Students: Listen.
Slide 7 I DO Today Launch ›› I Do We Do Read You Do Closure	“Now we i do.”	Point to I Do once. Do not explain the others. · 3-4 min Mini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look.
No slide I DO (board — build the VIP, then leave it up)	(you are narrating each stage as you build it)	Build on the BOARD, not the slide. Teacher reads the page from Poodle Knows What aloud with the book open, then models the move on one sentence from it. Then leave it up for the whole lesson. One click per step. The footsteps are never erased — the same strip is printed at the top of their sheet, so come back to it if anyone stalls. Students: Watch it being built. It stays there to look at.
Slide 8 I DO The test “How many sounds do I hear?”	“Here is the question we ask ourselves: “How many sounds do I hear?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: Returning to the same test on unfamiliar words is what proves the method transferred rather than the words being memorised. Students: Listen, then say the test back.
Slide 9 WE DO Today Launch I Do ›› We Do Read You Do Closure	“Now we we do.”	Point to We Do once. Do not explain the others. · PRIMARY MWB use · 5-6 min Mini-whiteboards: PRIMARY MWB use Students: Look.
Slide 10 WE DO Together	“Now with me.”	Class does the same move together on a second sentence, checking against the author's own. Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards.
Slide 11 READ Today Launch I Do We Do ›› Read You Do Closure	“Now we read.”	Point to Read once. Do not explain the others. Mini-whiteboards: NOT here — they watch, they do not write. Writing during I DO is how the model gets missed. Students: Look.
Slide 12 READ The teaching page — printed at the top of today's sheet	“Look at the top of your sheet. Read it with me.”	Read it with them — FASE or teacher read-aloud, never round robin. Stop at the worked example and let them look at it. NO BOOK. This grade works from printed sheets, and the teaching page is the top of the sheet already in front of them. The page number is for YOUR filing — it is how these pages accumulate into a Grade 1 volume later — and it is not said aloud. Students: Follow along. Read when asked.
Slide 13 YOU DO Today Launch I Do We Do Read ›› You Do Closure	“Now we you do.”	Point to You Do once. Do not explain the others. · Written on the sheet · 4-5 min Mini-whiteboards: Written on the sheet Students: Look.
Slide 14 YOU DO A word worth stealing — on the sheet, using the page we just read.	“A word worth stealing — on the sheet, using the page we just read.”	Set them off. Walk the rows. Correct the grip and the setup, not the content, in the first minute. Students: Work in the notebook.
Slide 15 CLOSURE Today Launch I Do We Do Read You Do ›› Closure	“Now we closure.”	Point to Closure once. Do not explain the others. · Display answers on MWB · 2-3 min Mini-whiteboards: Display answers on MWB Students: Look.
Slide 16 CLOSURE Read out your sentence from Poodle Knows What.	“Read out your sentence from Poodle Knows What.”	Exit Direction. Take it from every child before anyone stands. It belongs to today's content — it is how you know who has it. Students: Answer, then pack away.
Slide 17 CLOSURE Same sounds, new words.	“Same sounds, new words.”	Say it once. Leave it on screen as they pack away. The anchor — the one line you want them to still have tomorrow. Students: Hear it. Repeat it if asked.

As-Suffah Academy · Writing · run sheet