www.getreadingright.com © Get Reading Right 2011 Target — VCC CCVC CVCC words Lesson 2 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Use phonic knowledge to read 3 and 4 phoneme words What we’re learning: • We are learning to match some phonemes and letters together to help us read harder words How did we do? • We can read at least 4 four phoneme words What I need: • Word List 1 (pg 86) • Unit 1 Fill in the Blank Sentences (pg 104) • Fill in the Blank copy master (pg 198) • Fast Read (pg 110) • Fill in the Blank (pg 107) • Thumbs Up? Thumbs Down? (pg 120) Getting ready: Seat children in a grid facing the board. Use the In and Out Differentiation (pg 12) for those children needing extension. Record of children requiring extra support 17 Ideas for extra support Ask teaching assistant / parent to play Fill in the Blank with those children identified as requiring extra support. Unit 1 Tuning in Review how to blend phonemes together to read words. Display and share the childspeak learning intention and success criteria with the class. Learn with me Conduct a Fast Read. When children are reading words automatically conduct a Fast Read with sentences. Include previously learned camera words. Your turn Using the Fill in the Blank sentences, create a differentiated worksheet for children to complete. You could make a more ‘permanent’ Fill in the Blank game by laminating the sentence strip and then have individual cards to place over the blank. Back together Play Thumbs Up? Thumbs Down? with the whole class. Write words from Word List 1 on the teacher’s whiteboard. Record the names of any children who are unable to read at least 4 four phoneme words.
RkJQdWJsaXNoZXIy MTMxOTk0OQ==