| Slide — what is on it | What you SAY | What happens, and why |
|---|---|---|
| Slide 1 LAUNCH Writing — Day 14 | (nothing yet — this is up as they come in and settle) | Have Writing — Day 14 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 Words with several meanings — 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 12 academic words in sentences of your own, and choose which version suits who is reading. | “Use 12 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 | “First impressions settle quickly and are corrected slowly.” | 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, U8 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 UNAIDED = with nothing given to lean on | “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
You have met these and used them with help. Now you use them with none. | “You have met these and used them with help. Now you use them with none.” | 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 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 9 I DO [build 1 of 3] qualify | “Here is the word writers use: qualify.” | 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] qualify ≈ make less absolute / be eligible | “A word you already own that means nearly the same: make less absolute / be eligible.” | 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] Qualify that claim. She qualified for the team. | “And here it is doing work: Qualify that claim. She qualified for the team.” | 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] resolve | “Here is the word writers use: resolve.” | 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] resolve ≈ settle / decide firmly | “A word you already own that means nearly the same: settle / decide firmly.” | 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] Resolve the dispute. A firm resolve. | “And here it is doing work: Resolve the dispute. A firm resolve.” | 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] appreciate | “Here is the word writers use: appreciate.” | 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] appreciate ≈ understand / value | “A word you already own that means nearly the same: understand / value.” | 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] I appreciate the difficulty. Appreciate in value. | “And here it is doing work: I appreciate the difficulty. Appreciate in value.” | 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
“Could I write this sentence with nothing in front of me?” | “Here is the question we ask ourselves: “Could I write this sentence with nothing in front of me?”” | Say it, then apply it aloud to the example already on the board.WHY IT WORKS — you will be asked: At this level no sentence stems are offered at all — that is what the final stage of the strand MEANS, not a description of how hard it feels. A child who has depended on the stem without noticing will discover it here, which is uncomfortable and is the point: better in Grade 8, in class, than in Grade 9 in an exam. The test is phrased as a plain question about the blank page because that is the actual condition of every piece of writing after this one. 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 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
Although ___
In contrast, ___ | “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 8, p.53 | “Open Writing Book 8 to page 53.” | 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
Although ___
In contrast, ___
Only one of yours may use the frame. Choose which one needs it. | “Only one of yours may use the frame. Choose which one needs 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 1. |
| Slide 19 YOU DO 1. MATCH
Draw a line from each academic word to the everyday word that means about the same.
Like this:
qualify — make less absolute / be eligible | ““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: abstract, appreciate, capital, current, marked, novel, observe, plant, qualify, resolve, sound, volume.
Like this:
________ that claim. She qualified for the team.
→ qualify | ““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 21 YOU DO 3. FRAME
Finish each sentence.
Like this:
Although ___
→ Although qualify | ““Use the frame.”” | Scaffold level: opening only. Read the frame aloud once, then let them write.The release to independence. Today's scaffold is “opening only”, 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: 5 paragraphs. A + means more than one sentence in that slot. Only one of yours may use the frame. Choose which one needs it.
Like this:
Qualify that claim. She qualified for the team.
(uses qualify — and it does real work) | ““Your own sentences now. 5 paragraphs for a full answer. Only one of yours may use the frame. Choose which one needs 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 1 — 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 23 YOU DO 5. JUDGE
For each pair, mark which version suits who is reading named — and say why.
Like this:
qualify / make less absolute / be eligible — 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 24 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 25 CLOSURE Say one sentence using qualify. | “Say one sentence using qualify.” | 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 26 CLOSURE The academic meaning is the one you did not learn first. | “The academic meaning is the one you did not learn first.” | 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. |