| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 3 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 3 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 finger space between words | “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 minMini-whiteboards: Retrieval on MWB Students: Look. |
| Slide 4 LAUNCH Leave one finger space between words. | “Leave one finger space between words.” | 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 | “Clear speech is a mercy to the listener; clear writing is the same mercy to who is reading.” | 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 Words we will use
T2 SPACE = the gap that shows one word has ended | “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 6 LAUNCH What we will do
A space between words is as much a part of writing as the letters. | “A space between words is as much a part of writing as the letters.” | 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 minMini-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 writes two words with no space, then again with a finger placed to hold the gap. 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
“Could I fit my finger there?” | “Here is the question we ask ourselves: “Could I fit my finger there?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: A space has nothing on the page to look at, so it cannot be checked by eye alone. Putting a finger in makes the gap into an object with a size — checkable by the child, and visible to you from across the room. 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 minMini-whiteboards: PRIMARY MWB use Students: Look. |
| Slide 10 WE DO Together | “Now with me.” | Class writes a two-word phrase using a real finger as the spacer, then removes it.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 2 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 minMini-whiteboards: Written on the sheet Students: Look. |
| Slide 14 YOU DO Copy one short sentence with finger spaces. Then copy it again without using your finger. | “Copy one short sentence with finger spaces. Then copy it again without using your finger.” | 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 minMini-whiteboards: Display answers on MWB Students: Look. |
| Slide 16 CLOSURE Show me the space between your last two words. | “Show me the space between your last two words.” | 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 One finger, every time. | “One finger, every time.” | 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. |