What it is. You met these words last year. This year you use them.
Why our test works. Recognition returns faster than production, so a child who has met a word will nod at it long before they can use it. Asking them to say the meaning with the page covered separates the two, and it is the second one this year is for.
Leans on. Grade 1's meeting of these same words. The ledger has them.
Watch for. A child who says the partner word back but cannot use it has recognition only. That is what the CHOOSE and PRODUCE rungs expose, and it is why the sheet does not stop at matching.
Match 4 school words to their everyday partners and use each in a sentence frame. The worked example is built on Water is important for plants., ringing important. 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.
Then you do one yourself, on screen, one click per piece: the word important alone first, and you wait — let them look at it before you give them the meaning. Then worth caring about arrives beside it, and you point from one to the other with your hand. Then the sentence underneath: Water is important for plants.. 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 matches each item to its partner aloud, then uses the frames in pairs. Every child says at least one frame. 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: You may use the frame for two of your three. Try the third without it. 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 important. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Adjectives tell which one and what kind.
A child who says the partner word back but cannot use it has recognition only. That is what the CHOOSE and PRODUCE rungs expose, and it is why the sheet does not stop at matching.