What it is. Blends behave the same way in any word.
Why our test works. Same test, unfamiliar words — the spiral return of lesson 17, checking transfer rather than recall.
Leans on. Lesson 17.
Watch for. Faster than last time is the goal, not merely correct.
Use 3 school words in sentences of your own, and choose which version suits who is reading. The worked example is built on The problem was that the seed died., ringing problem. The class reads the teaching page printed at the top of the sheet — our own writing, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U2 set 1, U2 set 3, U2 set 4, U2 set 5: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, on screen, one click per piece: the word problem alone first, and you wait — let them look at it before you give them the meaning. Then something wrong arrives beside it, and you point from one to the other with your hand. Then the sentence underneath: The problem was that the seed died.. Three clicks, three things said. Do not let the whole slide arrive at once — a slide that arrives whole gives the answer before the question is asked.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class rewrites two everyday sentences into school-word, then judges one case where the everyday version is BETTER. Discuss in pairs using the frames. If the answer is a whole sentence rather than a word, take it on the printed sheet instead, because a sentence written on a whiteboard is written once and destroyed.
They read the teaching page — printed at the top of today's sheet — with you, either read-aloud or FASE, never round robin. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone through the five steps — match, choose, frame, write their own. The frames stay on screen while they write: Use the frame as often as you need it today. Say both halves of that — the frame is there if they need it, and it is better writing without it. Walk and note who used it; that is your group for tomorrow, not a mark against them today.
You close on the exit direction — Say one sentence using problem. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Both letters, every time.
Faster than last time is the goal, not merely correct.