www.getreadingright.com.au © Get Reading Right 2022 15 Structure of Lessons 1. Each unit has a corresponding phonics unit. 2. This is your teaching objective. There are also childspeak learning intentions and success criteria to share with the students. 3. This box tells you the resources you need to teach this lesson. It is meant as a quick reference to check you have all the resources you need to begin. 4. Tuning in is the part of the lesson where you review previous lessons and introduce each new lesson. It should be quick! 5. Learn with me 1 is the part of the lesson where you explicitly model to students the learning objective for part 1 of the lesson (Word Reading). 6. Altogether 1 is the part of the lesson where students practise and apply what has been taught. It provides a sample script for the teacher and suggested times to use to keep the lesson pacey. 7. Learn with me 2 is the part of the lesson where you explicitly model to students the learning objective for part 2 of the lesson (Phrase and Sentence Reading). 8. Altogether 2 is the part of the lesson where students practise and apply what has been taught. It provides a sample script for the teacher and suggested times to use to keep the lesson pacey. 9. Reflect to improve is the part of the lesson where students reflect on their learning. They colour in a face on their personal reflection grids. 10. The ideas for extra support are intended only as a guide. What is important is that you provide some targeted extra support for students having difficulty. 2 4 5 6 7 8 9 10 1 3 Units 1-6 What I’m teaching: • To use known GPCs to read decodable words with automaticity. • To read known camera words with automaticity. • To read phrases and sentences with intonation and expression. • To read 50 words per minute. What we’re learning: We are learning to read with speed and accuracy. How did we do? We can read fluently. What I Need: • Rocket Reading folder for each student • Fluency Practice Sheets (one colour per unit) • A timing device Getting Ready: Have students seated with their partner at tables with their Rocket Reading folders. Tuning in Review previous phonics lesson briefly. Remind students that they are to try to read the decodable words without overt sounding out. However, if they do not know the word automatically, they are to look at the graphemes and blend all through the word. Remind students that the camera words contain graphemes that are not easily decodable. Share the learning intentions and success criteria with students. Tell students to read their target and visualise achieving this. Learn with me 1 Model reading the Word Reading (WRl) sheet. Model how you read it automatically with speed and accuracy. Explain that the words should be read at a quick pace, but not so fast that the word is not pronounced correctly. Some teachers like to say, "Read like a river, not like a robot- or a speedboat!" Altogether 1 Give students 1 minute to practise reading independently. Allow another minute for students to take turns practising with a partner. Then use 3 minutes to conduct choral reading. Say something like, "Now we will read the words across. Get Ready. Read the words." Students should all try to read the words as a group. You may need to be the strongest voice when starting out. Repeat until the students are confident. Then ask students to read the lists vertically from top to bottom. Then read only camera words (shaded in grey), both across and down. You may like to create a bit of fun and drama by asking students to change their voices to a whisper, a shout, or even to read like a pirate! Tell students that they have one minute to read all the words to their partner. Set the timer. Ask students to remember how many words they read correctly. Repeat. Learn with me 2 Model reading the Phrase and Sentence Reading (PSRl) sheet. Model how you read each phrase or sentence with intonation and expression. Review at least two reading with expression strategies. (See reading with expression lesson plan for details.) Altogether 2 Give students 1 minute to practise reading independently. Allow another minute for students to take turns practising with a partner. Then use 3 minutes to conduct choral reading. Say something like, "Now we will read each of the phrases and sentences together. Get Ready. Read!" Students should all try to read as a group. You may need to be the strongest voice when starting out. Repeat until the students can read each phrase and sentence with appropriate phrasing and expression. Tell students that they have one minute to read to their partner. Set the timer. Ask students to remember how many words in the phrases or sentences they read correctly. Repeat. Reflect to Improve Ask students to think about their reading. Ask them to tell a partner what they thought they did well. Ask two students to share. Students should then colour in their reflection grids. Ask students to think about how they will improve in the following session. Ideas for extra support Have students paired with a partner that is a stronger reader. You may need to be the partner for a student needing extra support.
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