Building the field: Ask children what sound does the letter c make? (kuh) Individual copies of Understand how to use Prompt for (sss) if not heard. Explain the terms hard and soft c. Contribution to the text from The strategies for spelling words, Brainstorm other words as a class. Make a table on the whiteboard class discussion Heart and the Bottle including spelling rules, with two columns titled Hard C and Soft C and sort each brainstormed by Oliver Jeffers knowledge of morphemic word into columns word families, spelling generalizations, and letter combinations including Give children 5 minutes in small groups to see if they can work out a double letters rule for identifying whether there should be a hard or soft c when Display paper and spelling a word markers (A3) Come back together as a group and talk about theories. Make a rule as a group which can be displayed in the room for future reference (see example appendix 3a) Identifies all hard c and soft c Appendix 3a and 3b Independent: words from the for reference Give children a copy of the text of The Heart and the Bottle. Ask text and places Incorporate new vocabulary children to go through and find words that start with and contain the them from a range of sources into letter c, and put them in the right column (appendix 3b). Early appropriately in students’ own texts finishers can look through other texts and identify c words and add the table including vocabulary them to their table encountered in research Uses the Reflection: Bring children together and talk about which column had spelling rule to the most words, is there a trend? Are there any words that contain identify where both a soft and hard c? E.g. cycle, circle, circus, circuit. Write some to use a hard or challenging c words on the whiteboard and get children to work out soft c the pronunciation using the rule Appendix 3a
Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalizations, and letter combinations including double letters Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research Building the field: Ask children what sound does the letter c make? (kuh) Prompt for (sss) if not heard. Explain the terms hard and soft c. Brainstorm other words as a class. Make a table on the whiteboard with two columns titled Hard C and Soft C and sort each brainstormed word into columns Give children 5 minutes in small groups to see if they can work out a rule for identifying whether there should be a hard or soft c when spelling a word Come back together as a group and talk about theories. Make a rule as a group which can be displayed in the room for future reference (see example appendix 3a) Independent: Give children a copy of the text of The Heart and the Bottle. Ask children to go through and find words that start with and contain the letter c, and put them in the right column (appendix 3b). Early finishers can look through other texts and identify c words and add them to their table Reflection: Bring children together and talk about which column had the most words, is there a trend? Are there any words that contain both a soft and hard c? E.g. cycle, circle, circus, circuit. Write some challenging c words on the whiteboard and get children to work out the pronunciation using the rule Contribution to class discussion Identifies all hard c and soft c words from the text and places them appropriately in the table Uses the spelling rule to identify where to use a hard or soft c Individual copies of the text from The Heart and the Bottle by Oliver Jeffers Display paper and markers (A3) Appendix 3a and 3b for reference Appendix 3a
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