| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 4 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 4 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 What is special about academic English? — bring the words back | “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 Match 12 academic words to their everyday partners and use each in a sentence frame. | “Match 12 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 | “What is truly known is available at the moment it is needed.” | 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 SPONTANEOUS = done without being prompted | “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
You have both words and you know both meanings. Grade 8 is where you stop needing to think about which. | “You have both words and you know both meanings. Grade 8 is where you stop needing to think about which.” | 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 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 8 I DO [build 1 of 3] ascertain | “Here is the word writers use: ascertain.” | 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] ascertain ≈ find out | “A word you already own that means nearly the same: find out.” | 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 could not ascertain the cause. | “And here it is doing work: We could not ascertain the 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 9 I DO [build 1 of 3] utilize | “Here is the word writers use: utilize.” | 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] utilize ≈ use | “A word you already own that means nearly the same: use.” | 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 team utilized every method available. | “And here it is doing work: The team utilized every method available.” | 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] endeavor | “Here is the word writers use: endeavor.” | 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] endeavor ≈ try | “A word you already own that means nearly the same: try.” | 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] She endeavored to finish on time. | “And here it is doing work: She endeavored to finish on time.” | 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
“Would I have reached for this word without being asked?” | “Here is the question we ask ourselves: “Would I have reached for this word without being asked?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: Unit 1 was met in Grade 3 and again in Grade 6, so nothing here is new and a child will recognize every item. Recognition is exactly the trap: it feels like knowledge and produces nothing. The test asks about SPONTANEOUS USE because that is the only evidence that separates a word a child owns from one they can pick out of a line-up. At this level no sentence stems are offered, so nothing hides the difference. 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 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. |
| 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 8, p.43 | “Open Writing Book 8 to page 43.” | 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 1. MATCH
Draw a line from each academic word to the everyday word that means about the same.
Like this:
ascertain — find out | ““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 18 YOU DO 2. CHOOSE
Fill each gap with the right word. Word bank: allocate, ascertain, commence, comprise, constitute, disseminate, endeavor, facilitate, subsequent, terminate, undertake, utilize.
Like this:
We could not ________ the cause.
→ ascertain | ““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 19 YOU DO 3. FRAME
Write these sentences with no frame to help you. | ““No frame this time. You have had it three times; now it is yours.”” | Scaffold level: none. Say nothing else. If a child asks for a frame, point at the concept page rather than giving one.The release to independence. Today's scaffold is “none”, 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. Students: Complete each frame in the notebook. |
| Slide 20 YOU DO 4. PRODUCE
Write your own sentences using the academic words. Target: 5 paragraphs. A + means more than one sentence in that slot. No frames today. You have had them three times; the words are yours.
Like this:
We could not ascertain the cause.
(uses ascertain — and it does real work) | ““Your own sentences now. 5 paragraphs for a full answer. No frames today. You have had them three times; the words are yours.”” | 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 0 — 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 paragraphs in the notebook. |
| Slide 21 YOU DO 5. JUDGE
For each pair, mark which version suits who is reading named — and say why.
Like this:
ascertain / find out — which suits a science report? | ““Last one. Sometimes the everyday word is the BETTER choice. Find where.”” | This is the whole point of the strand. Praise a child who argues for the everyday word — that is the target, not an objection to it.Over-formal writing is a real fault, not a safe one. A child who always picks the longer word has learned vocabulary, not register. The worked example stays on screen while they work — do not advance past it. Students: Choose and justify. |
| 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 ascertain. | “Say one sentence using ascertain.” | 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 Ascertain, utilize, endeavor, commence — met in Grade 3, owned now. | “Ascertain, utilize, endeavor, commence — met in Grade 3, owned now.” | 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. |