| Objectives | Students will be able to: (1) identify L-blends; (2) decode words starting with bl, cl, fl; (3) sort words by blend. |
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| Materials | Blend flashcards, pocket chart, word cards. |
| Key vocabulary | blend, consonant, black, clock, flag |
| Engage (starter) | (10 min) Write b and l separately, make sounds. Push them together: "bl". |
| Develop (main) | (35 min) 1. Introduce bl, cl, fl using picture cues. 2. Read word lists together. 3. Provide word cards to pairs; sort them under the correct blend header. 4. Choose 3 words and write sentences. |
| Plenary (close) | (10 min) Blend dictation on mini-whiteboards (e.g., "Write the blend you hear at the start of clip"). |
| Assessment | Correct sorting of blend words. |
| Teacher notes | Emphasize that you hear both sounds in a blend. |
| Objectives | Students will be able to: (1) distinguish between common and proper nouns; (2) capitalize proper nouns; (3) match common nouns to proper examples. |
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| Materials | T-chart, name tags, word cards (boy/John, school/WeLearn). |
| Key vocabulary | common noun, proper noun, capital letter, specific |
| Engage (starter) | (10 min) Write "teacher" and your name on the board. "One is my job, one is my special name." |
| Develop (main) | (35 min) 1. Explain common (general) vs proper (specific/capitalized). 2. Sort cards on the T-chart (e.g., city vs Kingston). 3. Worksheet: rewrite sentences, capitalizing the proper nouns. 4. Pair share. |
| Plenary (close) | (10 min) Stand up if the word I say needs a capital letter (Jamaica, dog, Tuesday, pencil). |
| Assessment | Worksheet accuracy in capitalization. |
| Teacher notes | Link proper nouns to their own names and local places. |
| Objectives | Students will be able to: (1) read with expression; (2) pause appropriately at commas and full stops; (3) change tone for question marks. |
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| Materials | Short reading passages with varied punctuation, highlighters. |
| Key vocabulary | comma, full stop, question mark, pause, expression |
| Engage (starter) | (10 min) Read a sentence like a robot with no pauses. Then read it normally. Discuss the difference. |
| Develop (main) | (35 min) 1. Review what each punctuation mark tells the reader to do. 2. Hand out passages; students highlight commas yellow and full stops pink. 3. Echo read with the teacher. 4. Partner reading practice, focusing on pauses. |
| Plenary (close) | (10 min) Ask for volunteers to read a sentence with perfect expression. |
| Assessment | Observation during partner reading. |
| Teacher notes | Fluency is not just speed, but prosody. |
| Objectives | Students will be able to: (1) identify the naming part (subject) and action part (predicate); (2) write complete sentences; (3) expand simple sentences. |
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| Materials | Sentence strips divided into subject and predicate. |
| Key vocabulary | subject, predicate, naming part, telling part, sentence |
| Engage (starter) | (10 min) Write "The big dog." Ask: "Is it finished? What did the dog do?" |
| Develop (main) | (35 min) 1. Explain a sentence needs a "who/what" and a "did what". 2. Match subject strips to predicate strips to make funny sentences. 3. Give students a subject (e.g., "The fast car") and have them write a predicate to finish it. 4. Check for capitals and full stops. |
| Plenary (close) | (10 min) Share the funniest matched sentences. |
| Assessment | Independent sentences contain both subject and predicate. |
| Teacher notes | Use the terms "naming part" and "action part" if subject/predicate is too abstract. |
| Objectives | Students will be able to: (1) review L-blends; (2) identify proper nouns; (3) construct complete sentences. |
|---|---|
| Materials | Review quiz sheets, interactive whiteboard games. |
| Key vocabulary | review, practice |
| Engage (starter) | (10 min) Quick round of "Proper Noun or Common Noun" flyswatter game on the board. |
| Develop (main) | (35 min) 1. Complete an independent review sheet covering the week's topics. 2. Once finished, read silently or play phonics games. 3. Review the trickiest questions together. |
| Plenary (close) | (10 min) Correct the worksheet as a class using a different coloured pencil. |
| Assessment | Worksheet score. |
| Teacher notes | Monitor the transition from common to proper noun understanding. |