Grade 1 · Lesson 38 — Words with a blend

Dictation & encoding · blocked · 30 min · 18 slides · Launch → I do → We do → Read → You do → Closure

Anchor to leave them with: Show, grow, need — verbs writers lean on.

Objective Write what you hear: words with a blend.

Smallest piece Some nouns name things you can touch. Others name ideas — and those are the ones writers need.

Spot test “Can I point at it?”

Why that 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.

Why — in your own words The Qur'an speaks of what grows from the earth as a sign. Growing is Allah's work, and our word for it.

Practice mode blocked

If it breaks Remedial 01 — point-at-it sort with picture cards

Vocabulary — pre-pointed T3 NOUN = a word that names something · T2 IDEA = something you can think about but not touch

Materials Mini-whiteboard + pen per student · Printed student sheet (one each) · Deck — 18 slides · Teaching page — printed at the top of the sheet (file no. 77) · Remedial 01 — point-at-it sort with picture cards

The lesson, slide by slide

Slide — what is on it	What you SAY	What happens, and why
Slide 1 LAUNCH Writing — Day 38	(nothing yet — this is up as they come in and settle)	Have Writing — Day 38 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 Words with a blend	“You have been writing letters and words. Today I say them and you write what you hear.”	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 Today I say the words and you write what you hear.	“Today I say the words and you write what you hear.”	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	“The Qur'an speaks of what grows from the earth as a sign. Growing is Allah's work, and our word for it.”	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, U2 set 7.”	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 Words we will use T3 NOUN = a word that names something · T2 IDEA = something you can think about but not touch	“Two words we need before we start.”	Read each, point to it, move on. Do not drill them here. Pre-pointed vocabulary. Naming them now stops the lesson stalling later on a word that was never the point. Students: Listen.
Slide 7 LAUNCH What we will do Some nouns name things you can touch. Others name ideas — and those are the ones writers need.	“Some nouns name things you can touch. Others name ideas — and those are the ones writers need.”	Click once per line. Do not elaborate. Students: Listen.
Slide 8 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 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. 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 9 I DO The test “Can I point at it?”	“Here is the question we ask ourselves: “Can I point at it?””	Say it, then apply it aloud to the example already on the board. WHY IT WORKS — you will be asked: 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. Students: Listen, then say the test back.
Slide 10 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 11 WE DO Together	“Now with me.”	Class writes one item together, then checks it against the board letter by letter before the next is given. Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards.
Slide 12 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 13 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 14 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 15 YOU DO Write each item the teacher says: stop, flag, drum, clap. Check every one against the board.	“Write each item the teacher says: stop, flag, drum, clap. Check every one against the board.”	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 16 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 17 CLOSURE Point to the one you had to fix.	“Point to the one you had to fix.”	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 18 CLOSURE Show, grow, need — verbs writers lean on.	“Show, grow, need — verbs writers lean on.”	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