| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 12 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 12 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 Phrasal verbs in academic English — meet the words | “We have been learning words that writers use. Today we meet three more.” | 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 Match 6 academic words to their everyday partners and use each in a sentence frame. | “Match 6 academic words to their everyday partners and use each in a sentence frame.” | 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 | “Some knowledge is received as a whole and not reasoned into.” | 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: U1 set 1, U6 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
T3 PHRASE = a group of words that works as one unit | “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 meanings live in a group of words, not in any one of them. | “Some meanings live in a group of words, not in any one of them.” | 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 reveals ONE pair at a time — the school word, then its everyday partner, then the example. Pairs accumulate; nothing is 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 [build 1 of 3] find out | “Here is the word writers use: find out.” | 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] find out ≈ learn | “A word you already own that means nearly the same: learn.” | 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] We found out that soil holds heat. | “And here it is doing work: We found out that soil holds heat.” | 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] make up | “Here is the word writers use: make up.” | 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] make up ≈ form | “A word you already own that means nearly the same: form.” | 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 makes up most of a plant. | “And here it is doing work: Water makes up most of a plant.” | 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] take place | “Here is the word writers use: take place.” | 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] take place ≈ happen | “A word you already own that means nearly the same: happen.” | 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 change takes place slowly. | “And here it is doing work: The change takes place slowly.” | 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
“Does the meaning survive if I change one word?” | “Here is the question we ask ourselves: “Does the meaning survive if I change one word?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: A phrasal verb or an idiom is learned and retrieved as ONE unit — *carry out*, *shed light on*. Change a word and the meaning collapses, which is the test. Children try to reason the meaning out of the parts, and the parts do not carry it; that is precisely what makes these hard and why they must be drilled whole. 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 matches each item to its partner aloud, then uses the frames in pairs. Every child says at least one frame.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
The find out is ___.
___ is another way to say learn. | “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 Writing Book 4, p.51 | “Open Writing Book 4 to page 51.” | Read it with them — FASE or teacher read-aloud, never round robin. Stop at the worked example and let them look at it.Our own book, not a purchased one — so it can be printed, edited and improved, and there is no license on it. 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
The find out is ___.
___ is another way to say learn.
Use the frame as often as you need it today. | “Use the frame as often as you need it today.” | 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 3. |
| Slide 19 YOU DO 1. MATCH
Draw a line from each academic word to the everyday word that means about the same.
Like this:
find out — learn | ““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: bring about, build on, draw on, look into, make up, point out, rule out, set out, take place.
Like this:
Water ________p most of a plant.
→ make up | ““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: interleaved (pair). Gaps are drawn from more than one set — the words COMPETE. This is the interleaving, and it is where the skill is built. Expect it to be harder than blocked practice and do not rescue them. 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:
The find out is ___.
→ The find out is find out. | ““Use the frame.”” | Scaffold level: full frame. Read the frame aloud once, then let them write.The release to independence. Today's scaffold is “full frame”, 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 academic words. Target: 1 paragraph (7–9 sentences). A + means more than one sentence in that slot. Use the frame as often as you need it today.
Like this:
We found out that soil holds heat.
(uses find out — and it does real work) | ““Your own sentences now. 1 paragraph (7–9 sentences) for a full answer. Use the frame as often as you need it today.”” | 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 3 — 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 1 paragraph (7–9 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 find out. | “Say one sentence using find out.” | 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 The parts do not tell you the meaning. | “The parts do not tell you the meaning.” | 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. |