| Objectives | (1) identify soft c (/s/) and soft g (/j/); (2) learn the rule (e, i, y); (3) read words. |
|---|---|
| Materials | Rule chart, word sort cards. |
| Key vocabulary | soft c, soft g, city, cent, gym, gem |
| Engage (starter) | (10 min) "Cat vs City. Game vs Gym. The letters are playing tricks!" |
| Develop (main) | (35 min) Teach rule: c/g followed by e, i, or y becomes soft. Sort word cards into Hard vs Soft sounds. Read decodable sentences. |
| Plenary (close) | (10 min) Read sorted words. |
| Assessment | Accurate sorting based on the rule. |
| Teacher notes | This rule heavily impacts reading fluency. |
| Objectives | (1) review past tense; (2) memorize common irregulars (run/ran, see/saw); (3) edit sentences. |
|---|---|
| Materials | Matching cards, whiteboards. |
| Key vocabulary | past tense, irregular, verb |
| Engage (starter) | (10 min) "I runned? No, I ran!" |
| Develop (main) | (35 min) Introduce 5-6 common irregular verbs. Play a memory matching game. Worksheet: rewrite sentences changing present to past tense. |
| Plenary (close) | (10 min) Whiteboard verb conversion quiz. |
| Assessment | Worksheet accuracy. |
| Teacher notes | Requires memorization; regular review needed. |
| Objectives | (1) define rhyme and rhythm; (2) identify rhyming pairs; (3) read with a beat. |
|---|---|
| Materials | Short rhythmic poems. |
| Key vocabulary | poem, rhyme, rhythm, beat, pair |
| Engage (starter) | (10 min) Clap a beat while reading a short nursery rhyme. |
| Develop (main) | (35 min) Define terms. Read poems. Highlight rhyming words at the end of lines. Discuss how the words create a beat (rhythm). Answer comprehension questions. |
| Plenary (close) | (10 min) Choral read poem with clapping. |
| Assessment | Accurate identification of rhyming pairs. |
| Teacher notes | Builds phonemic awareness. |
| Objectives | (1) self-edit for capitals, full stops, and irregular verbs; (2) write a final copy. |
|---|---|
| Materials | Drafts from Day 49, editing checklists, final copy paper. |
| Key vocabulary | edit, revise, publish, check |
| Engage (starter) | (10 min) "Make your opinion piece look professional!" |
| Develop (main) | (35 min) Model using the checklist. Students self-edit in red pen, checking specifically for past tense verb errors. Write the neat final copy. |
| Plenary (close) | (10 min) Author's chair. |
| Assessment | Final copy reflects edits and proper structure. |
| Teacher notes | Celebrate completion of the writing unit. |
| Objectives | (1) read soft c/g words; (2) use irregular past tense; (3) find rhymes. |
|---|---|
| Materials | Review packets. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Rhyme matching game. |
| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
| Plenary (close) | (10 min) Review packet answers. |
| Assessment | Packet score. |
| Teacher notes | Check soft c/g reading fluency. |