| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 19 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 19 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 Adjective and noun combinations — 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 7 academic words in sentences of your own, and choose which version suits who is reading. | “Use 7 academic 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 | “Meeting the listener's expectation is a courtesy, not a compromise.” | 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 COLLOCATION = words that are usually said together | “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
Some words simply go together, and the pairing has to be learned rather than worked out. | “Some words simply go together, and the pairing has to be learned rather than worked out.” | 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 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 8 I DO [build 1 of 3] a common mistake | “Here is the word writers use: a common mistake.” | 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] a common mistake ≈ an error many make | “A word you already own that means nearly the same: an error many make.” | 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] That is a common mistake. | “And here it is doing work: That is a common mistake.” | 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 9 I DO [build 1 of 3] a significant change | “Here is the word writers use: a significant change.” | 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] a significant change ≈ a big change | “A word you already own that means nearly the same: a big change.” | 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 saw a significant change. | “And here it is doing work: We saw a significant change.” | 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] a possible cause | “Here is the word writers use: a possible cause.” | 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] a possible cause ≈ something that might do it | “A word you already own that means nearly the same: something that might do it.” | 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] Heat is a possible cause. | “And here it is doing work: Heat is a possible cause.” | 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 The test
“Have I heard these two words together before?” | “Here is the question we ask ourselves: “Have I heard these two words together before?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Collocation cannot be reasoned out. *Do a study* breaks no rule of grammar and no rule of meaning — it is simply not what is said, and a reader hears it immediately. This is where a multilingual writer loses marks with every individual word correct, so the test is deliberately about MEMORY of hearing it, not about logic: if they have not heard it, they must look it up rather than guess. Students: Listen, then say the test back. |
| Slide 12 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 13 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 a common mistake ___.
We use a common mistake 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 14 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 15 READ Writing Book 5, p.58 | “Open Writing Book 5 to page 58.” | 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 16 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 17 YOU DO If you need it
Because ___, the a common mistake ___.
We use a common mistake 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 18 YOU DO 1. MATCH
Draw a line from each academic word to the everyday word that means about the same.
Like this:
a common mistake — an error many make | ““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 19 YOU DO 2. CHOOSE
Fill each gap with the right word. Word bank: a broad definition, a common mistake, a detailed account, a minor problem, a possible cause, a significant change, a valid point.
Like this:
Th________istake.
→ a common mistake | ““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 20 YOU DO 3. FRAME
Finish each sentence.
Like this:
Because ___, the a common mistake ___.
→ Because a common mistake, the a common mistake ___. | ““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 21 YOU DO 4. PRODUCE
Write your own sentences using the academic words. Target: 2 paragraphs. 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:
That is a common mistake.
(uses a common mistake — and it does real work) | ““Your own sentences now. 2 paragraphs 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 2 paragraphs in the notebook. |
| Slide 22 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 23 CLOSURE Say one sentence using a common mistake. | “Say one sentence using a common mistake.” | 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 24 CLOSURE Choose the pairing a reader expects. | “Choose the pairing a reader expects.” | 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. |