| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 26 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 26 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 Key adjectives — use the words | “You met these words last lesson. Today you use them.” | 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 Use 4 school words in sentences of your own, and choose which version suits who is reading. | “Use 4 school words in sentences of your own, and choose which version suits who is reading.” | 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 | “Speech that carries meaning is a good deed; idle speech is discouraged.” | 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: U3 set 1, U4 set 1.” | 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
T2 SENTENCE = one whole idea, capital to period | “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
A word is yours when you can put it in a sentence that needed it. | “A word is yours when you can put it in a sentence that needed it.” | 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 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 one sentence in everyday words, rewrites it with the school word, and says which reader each version suits. Both stay up. 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 [build 1 of 3] important | “Here is the word writers use: important.” | CLICK 1 — the school-word word appears ALONE. Wait. Let them look at it before you give them the meaning.Color: the target word is crimson on every slide it appears on, so the eye knows what is under the knife without being told. Students: Read it. Say nothing yet. |
| No slide I DO [build 2 of 3] important ≈ worth caring about | “A word you already own that means nearly the same: worth caring about.” | CLICK 2 — the everyday word wipes in beside it. Point from one to the other with your hand as it lands.The partner is the hook the new word hangs on. It arrives SECOND and never separately — the pair is the unit, not either half. Students: Say the partner back. |
| No slide I DO [build 3 of 3] Water is important for plants. | “And here it is doing work: Water is important for plants.” | CLICK 3 — the example sentence fades in underneath. Read it once, then ring the target word ON THE BOARD copy, not the slide.Now the whole pair plus the sentence is on screen and stays there. Nothing comes off. Students: Read it with you. |
| Slide 10 I DO [build 1 of 3] common | “Here is the word writers use: common.” | CLICK 1 — the school-word word appears ALONE. Wait. Let them look at it before you give them the meaning.Color: the target word is crimson on every slide it appears on, so the eye knows what is under the knife without being told. Students: Read it. Say nothing yet. |
| No slide I DO [build 2 of 3] common ≈ seen a lot | “A word you already own that means nearly the same: seen a lot.” | CLICK 2 — the everyday word wipes in beside it. Point from one to the other with your hand as it lands.The partner is the hook the new word hangs on. It arrives SECOND and never separately — the pair is the unit, not either half. Students: Say the partner back. |
| No slide I DO [build 3 of 3] Robins are common here. | “And here it is doing work: Robins are common here.” | CLICK 3 — the example sentence fades in underneath. Read it once, then ring the target word ON THE BOARD copy, not the slide.Now the whole pair plus the sentence is on screen and stays there. Nothing comes off. Students: Read it with you. |
| Slide 11 I DO [build 1 of 3] similar | “Here is the word writers use: similar.” | CLICK 1 — the school-word word appears ALONE. Wait. Let them look at it before you give them the meaning.Color: the target word is crimson on every slide it appears on, so the eye knows what is under the knife without being told. Students: Read it. Say nothing yet. |
| No slide I DO [build 2 of 3] similar ≈ almost the same | “A word you already own that means nearly the same: almost the same.” | CLICK 2 — the everyday word wipes in beside it. Point from one to the other with your hand as it lands.The partner is the hook the new word hangs on. It arrives SECOND and never separately — the pair is the unit, not either half. Students: Say the partner back. |
| No slide I DO [build 3 of 3] The two rocks are similar. | “And here it is doing work: The two rocks are similar.” | CLICK 3 — the example sentence fades in underneath. Read it once, then ring the target word ON THE BOARD copy, not the slide.Now the whole pair plus the sentence is on screen and stays there. Nothing comes off. Students: Read it with you. |
| Slide 12 I DO The test
“Would my sentence still work if I took the word out?” | “Here is the question we ask ourselves: “Would my sentence still work if I took the word out?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: If the sentence works just as well without the word, the word was decoration. Taking it out and re-reading is a check the child can run alone, which is the point — by Grade 2 they should be catching this themselves rather than waiting for you to. Students: Listen, then say the test back. |
| Slide 13 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 14 WE DO Together | “Now with me.” | Class rewrites two everyday sentences into school-word, then judges one case where the everyday version is BETTER. Discuss in pairs using the frames.Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards. |
| No slide WE DO Say it first
Because ___, the important ___.
We use important when ___. | “Turn and say it to your partner before you write it.” | Three to five minutes. Optional — but skipping it is a decision, not a default. Walk and listen for the frame being used.The SAME frames as the writing scaffold below. The talk is the first rehearsal of the sentence they are about to write. Students: Say the frame to a partner. Both speak. |
| Slide 15 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 16 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 17 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 18 YOU DO If you need it
Because ___, the important ___.
We use important when ___.
You may use the frame for two of your three. Try the third without it. | “You may use the frame for two of your three. Try the third without it.” | SCAFFOLD, NOT AN INSTRUCTION. Say both halves: the frame is there if they need it, AND it is better writing without it. Leave it on screen while they work — a scaffold they have to ask for is a scaffold that shames them. Walk and note WHO used it; that is your group for tomorrow, not a mark against them today.The ration falls as the depth rises — three, two, one, none — so the class can feel the scaffold being let go rather than pulled away. A child who uses none when allowed three has told you something; so has a child who uses three when allowed one. Students: Write. Use the frame for at most 2. |
| Slide 19 YOU DO 1. MATCH
Draw a line from each school word to the everyday word that means about the same.
Like this:
important — worth caring about | ““First, match. This is the easy one — do it fast.”” | Two minutes, no more. Walk and check nobody is guessing by elimination — ask one child WHY, not just which.Recognition only. A child can do this by elimination without meaning anything by the word, which is why it is rung one and not the whole sheet. The worked example stays on screen while they work — do not advance past it. Students: Match every pair. |
| Slide 20 YOU DO 2. CHOOSE
Fill each gap with the right word. Word bank: common, important, possible, similar.
Like this:
Water is ________ for plants.
→ important | ““Now the hard one. Two of these nearly fit every gap. Pick the one that fits best and be ready to say why.”” | This is the rung that shows you who actually has it. Do not help for the first three minutes. Then take one gap and ask two children who chose differently to defend their choice.PRACTICE MODE: blocked. All gaps come from today's set. The worked example stays on screen while they work — do not advance past it. Students: Fill every gap. Be ready to defend one. |
| Slide 21 YOU DO 3. FRAME
Finish each sentence.
Like this:
Because ___, the important ___.
→ Because important, the important ___. | ““Use the frame.”” | Scaffold level: partial. Read the frame aloud once, then let them write.The release to independence. Today's scaffold is “partial”, and it shrinks each time this unit returns until there is no frame at all — the child should be able to feel it coming off. The worked example stays on screen while they work — do not advance past it. Students: Complete each frame in the notebook. |
| Slide 22 YOU DO 4. PRODUCE
Write your own sentences using the school words. Target: 5 sentences. A + means more than one sentence in that slot. You may use the frame for two of your three. Try the third without it.
Like this:
Water is important for plants.
(uses important — and it does real work) | ““Your own sentences now. 5 sentences for a full answer. You may use the frame for two of your three. Try the third without it.”” | Double-spaced, so there is room to write back to them. Walk with a pen and mark ONE thing per child — the thing this lesson taught.The printed target is the LOTF move: the child can see what a full answer looks like instead of guessing how much is enough. The Today's frame ration is 2 — say it aloud, and say BOTH halves: the frame is there if they need it, and it is better writing without it. The worked example stays on screen while they work — do not advance past it. Students: Write 5 sentences in the notebook. |
| Slide 23 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 24 CLOSURE Say one sentence using important. | “Say one sentence using important.” | 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 25 CLOSURE One exact word beats three vague ones. | “One exact word beats three vague ones.” | 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. |