| Objectives | (1) identify the /ow/ sound; (2) learn spelling patterns; (3) spell words. |
|---|---|
| Materials | Flashcards, phonics worksheets. |
| Key vocabulary | diphthong, ou, ow, cloud, cow |
| Engage (starter) | (10 min) "Look at the cow under the cloud!" |
| Develop (main) | (35 min) Introduce ou (middle) and ow (end/middle). Word sorting. Reading a decodable passage. Spelling dictation. |
| Plenary (close) | (10 min) Whiteboard spelling. |
| Assessment | Dictation accuracy. |
| Teacher notes | Remind them that "ow" can also say long o (snow). Context is key. |
| Objectives | (1) define irregular plurals; (2) memorize common forms; (3) rewrite sentences. |
|---|---|
| Materials | Matching game cards (child/children, tooth/teeth). |
| Key vocabulary | irregular, plural, change, noun |
| Engage (starter) | (10 min) "One child, two childs? No, children!" |
| Develop (main) | (35 min) Introduce common irregulars (men, women, mice, feet, teeth, geese). Play a memory matching game. Worksheet: fill in the blanks with the correct plural. |
| Plenary (close) | (10 min) Quick verbal quiz. |
| Assessment | Worksheet accuracy. |
| Teacher notes | These must be memorized. |
| Objectives | (1) identify headings, bold print, and captions; (2) explain how they help readers; (3) locate information. |
|---|---|
| Materials | Informational texts with strong text features. |
| Key vocabulary | text features, heading, bold print, caption, glossary |
| Engage (starter) | (10 min) Show a textbook page. "How do you know what this page is about without reading the whole thing?" |
| Develop (main) | (35 min) Teach features. Have a scavenger hunt in the text: find a heading, find a bold word, read a caption. Discuss how these features help us find facts quickly. Answer 3 questions using features. |
| Plenary (close) | (10 min) Share scavenger hunt findings. |
| Assessment | Ability to locate information using features. |
| Teacher notes | Crucial for navigating non-fiction text. |
| Objectives | (1) self-edit for capitals and punctuation; (2) ensure subject-verb agreement; (3) write a final copy. |
|---|---|
| Materials | Drafts from Day 34, editing checklist, final copy paper. |
| Key vocabulary | edit, revise, publish, checklist |
| Engage (starter) | (10 min) "Even real authors have to fix their mistakes!" |
| Develop (main) | (35 min) Model using the checklist, specifically looking for subject-verb agreement. Students self-edit with a colored pen. Write the neat final copy. |
| Plenary (close) | (10 min) Author's chair. |
| Assessment | Final copy reflects edits and correct grammar. |
| Teacher notes | Publishing process. |
| Objectives | (1) demonstrate phonics mastery (diphthongs, r-controlled); (2) use irregular plurals and agreement; (3) locate text features. |
|---|---|
| Materials | Assessment booklet. |
| Key vocabulary | assessment, review |
| Engage (starter) | (10 min) Brain break and stretching. |
| Develop (main) | (35 min) Administer Month 2 check-in covering the past 4 weeks of material. |
| Plenary (close) | (10 min) Collect and free read. |
| Assessment | Formal rubric data. |
| Teacher notes | Use to plan Term 1 Month 3 interventions. |