Content: Thrass word recognition Date: 30/3/2011 Topic: Thrass and high frequency words Class: 1T Lesson purpose/aim/objective: Prior or assumed knowledge: Identifying thrass graphs, digraphs and trigraphs in Understanding of basic knowledge of how commonly used words. Students to gain an thrass works through understanding gained understanding of the sounds and spelling choices in prep. Ability to read sight words and used in words attempt to spell them. Vels: Reading 1.5 Blend sounds to spell common high frequency words, use sound patterns to attempt unfamiliar words, sound out one and two syllable words Time Teaching strategies Learning Space Resources strategies 10 Look at the thrass Model thrass and Group chart and discussion gauge prior at table about the different knowledge and sounds made in recognition Look words. at Thrass magnetic graphemes Thrass phoneme-grapheme cards Thrass chart 20 Students give me a Students recall Group Writing books range of sight words they find at table Words chart words/we look at tricky and we some M100W sight have a look at words they want to how to spell spell and we have a these from the look at their spelling thrass chart. by using the thrass Students write chart. Students can these words in Teaching Notes: make the words from their writing the magnetic letters book. and then check them Students use on the thrass chart. tactile magnets to They can then record construct words. these words in their books. 10 Students are given a Use of thrass Group word each and try to knowledge is at table work it out looking at exhibited and the thrass chart. They future areas of attempt the spelling in work are their books with established if minimal assistance children struggle with word blends Fomative assessment Reflection on on task learning by Summative students
Content: Thrass word recognition Date: 30/3/2011 Topic: Thrass and high frequency words Class: 1T Lesson purpose/aim/objective: Identifying thrass graphs, digraphs and trigraphs in commonly used words. Students to gain an understanding of the sounds and spelling choices used in words Prior or assumed knowledge: Understanding of basic knowledge of how thrass works through understanding gained in prep. Ability to read sight words and attempt to spell them. Vels: Reading 1.5 Blend sounds to spell common high frequency words, use sound patterns to attempt unfamiliar words, sound out one and two syllable words Time Teaching strategies Learning strategies Space Resources 10 Look at the thrass chart and discussion about the different sounds made in words. Model thrass and gauge prior knowledge and recognition Look at Group at table Thrass magnetic graphemes Thrass phoneme-grapheme cards Thrass chart Writing books Words chart Teaching Notes: 20 Students give me a range of sight words/we look at some M100W sight words they want to spell and we have a look at their spelling by using the thrass chart. Students can make the words from the magnetic letters and then check them on the thrass chart. They can then record these words in their books. Students recall words they find tricky and we have a look at how to spell these from the thrass chart. Students write these words in their writing book. Students use tactile magnets to construct words. Group at table 10 Students are given a word each and try to work it out looking at the thrass chart. They attempt the spelling in their books with minimal assistance Use of thrass knowledge is exhibited and future areas of work are established if children struggle with word blends Group at table Fomative assessment on task Summative Reflection on learning by students