| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 2 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 2 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 The margin asks a question | “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 Write a question in the red margin instead of a topic word. | “Write a question in the red margin instead of a topic word.” | 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 | “A good question opens a door that a statement leaves closed.” | 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 MARGIN QUESTION = a question the notes answer | “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 question in the margin turns notes into something you can revise from. | “A question in the margin turns notes into something you can revise from.” | 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 takes notes, then converts each margin topic word into a question the notes answer, saying why a question is more useful when studying. 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
“Does my margin ask a question the notes answer?” | “Here is the question we ask ourselves: “Does my margin ask a question the notes answer?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: A topic word tells you WHERE something is; a question makes you retrieve it. That is the difference between re-reading and self-testing, and it is the single highest-value change to how a child studies — which is why this is the AVID form and why Reading is heading to the same place. 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 converts two topic words into questions together.Take answers from boards, not from hands — that is how you see all thirty. Students: Answer on boards. |
| Slide 11 WE DO Interactive Modeling 1 of 7 — Describe what you will model | “We are going to learn writing margin questions. We do it this way because it lets everyone be seen, not just the child with a hand up. Watch for three things.” | IM 1 — Give the why and relate it to how we work here. Exactly three criteria.Interactive Modeling, step 1 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Listen. |
| Slide 12 WE DO Interactive Modeling 2 of 7 — Model it — silent and slow | “Watch carefully. After, I will ask you what you noticed.” | IM 2 — Do the whole thing twice, SAYING NOTHING while you do it.Interactive Modeling, step 2 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Watch in silence. |
| No slide WE DO (no slide — teacher and class) | “What did you notice?” | IM 3 — Take answers. If a child says “you didn't…”, ask “what DID I do?”Interactive Modeling, step 3 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Say what they saw. |
| No slide WE DO (no slide — teacher and class) | “Now watch her do it. Same three things.” | IM 4 — Pick a child you are confident will do it well; this model sets the standard the class copies.Interactive Modeling, step 4 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: One child models; the rest watch. |
| No slide WE DO (no slide — teacher and class) | “What did you notice that time?” | IM 5 — Same question again. Let the class name the criteria, not you.Interactive Modeling, step 5 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Name what they saw. |
| No slide WE DO (no slide — teacher and class) | “Now everyone. Same three things.” | IM 6 — All children do it at once while you watch.Interactive Modeling, step 6 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Practice it. |
| No slide WE DO (no slide — teacher and class) | “That is how we do it from now on.” | IM 7 — Reinforce what was right. From here it is an expectation, not a lesson.Interactive Modeling, step 7 of 7. Do not shorten it — the silent model and the two 'what did you notice' beats are the whole method; narrating instead of showing gives them the answer. Students: Do it this way from now on. |
| Slide 13 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 14 READ Writing Book 5, p.41 | “Open Writing Book 5 to page 41.” | 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 15 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 16 YOU DO Take notes on a passage and write a margin question for each chunk. | “Take notes on a passage and write a margin question for each chunk.” | 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 17 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 18 CLOSURE Read one margin question aloud. | “Read one margin question aloud.” | 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 19 CLOSURE The margin asks; the notes answer. | “The margin asks; the notes answer.” | 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. |