What it is. Some nouns name things you can touch. Others name ideas — and those are the ones writers need.
Why our test works. If you can point at it, it is a thing — dog, cup, door. If you cannot point at it but you can still talk about it, it is an idea — topic, reason, part. Both are nouns; the second kind is what writing runs on. The test sorts the two KINDS of noun, which is what a child needs here.
Leans on. Knowing what a noun is — grammar taught it at lesson 11.
Watch for. A child who matches every pair but cannot fill a gap has learned the list, not the words. The CHOOSE rung is where you see it.
Write what you hear: words with a blend. The worked example is the one you build on the board: Teacher says each item once at speaking pace, then again slowly. Two consonants, two sound 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 3, U2 set 7: 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, building it on the board and leaving it up: Teacher says each item once at speaking pace, then again slowly. Two consonants, two sounds — do not skip the second. The first is modeled on the board, sound by sound, nothing erased. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class writes one item together, then checks it against the board letter by letter before the next is given. 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: Write each item the teacher says: stop, flag, drum, clap. Check every one against the board.
You close on the exit direction — Point to the one you had to fix. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Show, grow, need — verbs writers lean on.
A child who matches every pair but cannot fill a gap has learned the list, not the words. The CHOOSE rung is where you see it.