| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 5 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 5 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 Main idea and detail | “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 Take two-level notes: a main idea with details indented under it. | “Take two-level notes: a main idea with details indented under it.” | 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 | “Knowledge is ordered: the principle first, then what follows from 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 Words we will use
T3 MAIN IDEA = what the whole part is about · T3 DETAIL = one thing that supports it | “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
Notes show what belongs to what by moving further right. | “Notes show what belongs to what by moving further right.” | 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 reads a short passage and writes the main idea at the margin, then indents two details beneath it, saying why each is a detail and not the main idea. 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
“Is this part of the line above, or a new idea?” | “Here is the question we ask ourselves: “Is this part of the line above, or a new idea?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Indentation is meaning, not decoration, and children indent by appearance — they make it look tidy. Asking whether it is PART OF the line above forces the logical question the layout is supposed to answer. 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 hears a second short passage and decides together what the main idea is before any detail is written.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 3 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 Take two-level notes on a short passage: one main idea, two details indented. | “Take two-level notes on a short passage: one main idea, two details indented.” | 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 Read out your main idea only. | “Read out your main idea only.” | 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 Main idea on the line, details indented under it. | “Main idea on the line, details indented under it.” | 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. |