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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Part 1 Duration Lesson Materials Reading

Material: Reading Material: Own PM+ Level books for each group (depends on proficiency level of each student group) 1 set for teacher, 1 for pupil Student Worksheet Lesson 2

10 minutes FLUENCY Objective: To check / monitor students progress in reading 1. Start lesson by informing students that the book is a continuation of the previous book read by them in previous lesson. 2. Read an excerpt of the book. 3. Ask each student to read the book (chosen excerpt) aloud in own groups. 4. As student reads: - Teacher will underline words read correctly for each pupil - Students will write down words not read correctly in their small books.. 5. While teacher is assessing a particular student, the rest will read in pairs while waiting for their turn.

10 minutes WORD STUDY Objective: Students will draw on their previous knowledge of CVC (consonant-vowelconsonant) words to begin working with CVCC (consonant-vowel-consonantconsonant) words. 1. Write a CVC word on the board. (e.g. fat) and ask students to read the word. 2. Add one letter to change the word into a CVCC word (e.g fast or fart) and students to read the new word. 3. Explain to students that just by adding another letter (in this case a consonant) the spelling and meaning of the word changes. Whiteboard / Flip chart Student Worksheet: Lesson 2 Teacher Resource: Lesson 2 CVC word cards & CVCC word cards

The song The Ants go Marching (from Advantage Reading

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS 4. Give out 5 other examples to students who Grade K pg 89) are now grouped in fours and instruct each group to study the new words. (e.g pat part, cap camp, wit with, pot post, vet vest) 5. Make some groups read out the CVC words then say out the CVCC words after that together as a group. 6. Make each group pay particular attention to the extra letter added and pronounce it correctly. 7. Explain to the students the different meanings between the CVC and CVCC words. 8. Show the song The Ants go Marching By (taken from Advantage Reading Grade K pg 89) and sing it to class. 9. Ask students to identify the CVCC words and identify the CVC from it. (e.g. down don, rain ran) 10. Repeat the sounds of these 2 words and make students say them aloud as they sing the song.

20 minutes INSTRUCTIONAL READING Objective: Students will learn to use narrative comprehension cards to identify important information while reading a text. Before reading: 1. Pass the books and narrative comprehension cards to students. 2. Group students into groups of 4. 3. Ask students to guess what the story is about by looking at the title and its cover picture and fill in cards 1-3. 4. Introduce 3-5 new vocabulary words and get students to guess the meaning of each

Reading Material: Own PM+ Level books for each group (depends on proficiency level of each student group) 3-5 vocabulary word cards (teacher prepares own set from choice of books used)

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS word as they read the book later. 5. Discuss student answers. Reading: 1. Make students read books in their own groups and fill in the cards 4-10 while they are reading. 2. Choose different groups to present different cards and discuss student answers correcting any errors in content. After reading: 1. Instruct all groups to present cards 11-14 and discuss the student answers. 2. For card 15, ask students how they would want the story to end if they had written the story. 3. Get student answers at random and share with class. 4. Review new vocabulary words learnt. 5. Reward the group with the most number of correct guesses for meanings of words.

10 minutes WRITING Objective: Students will improve writing fluency (speed and accuracy) 1. Review the CVC and CVCC words learnt in the lesson and encourage students to write as many words as they can remember from the words they have seen or read. 2. Time students as they write the words in their writing books / worksheets. 3. Ask each student to read the words they have written and share to the class. 4. Monitor and help students with their spelling and pronunciation.

Student Worksheet: Lesson 2

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS

30 minutes WORD BUILDERS Objective: Students will improve in their practice of phonics, spelling and vocabulary.

Teacher Resource: Lesson 2

1. Instruct students to work in groups. Student Worksheet: 2. Give out CVC word cards (20 of such cards) Lesson 2 3. Ask each group to come up with as many new CVCC words as they can with the given CVC word cards. 4. Time the students (5 minutes) 5. Make each group read out the words they have created. 6. Assist students with spelling and correct pronunciations.

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Appendix A2: Excerpt from Max and Jake

Max went to play with his new friend, Jake. Hello, Max, said Jake. Mum is taking me to the swimming pool today. Do you want to come with us? I cant swim, said Max. I can help you, said Jake. Im good at swimming. Can Grandad come with us? said Max. Yes, smiled Jakes Mum. At the big swimming pool, Jake got into the water. He loved swimming. Max did not want to get in at first. He sat with his feet in the water and looked at Jake. Jake was swimming up and down the pool. He kicked his feet and made big splashes. Jake swam over to Max. I cant run very fast, he said, but I can swim fast.

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Appendix B2: CVC CVCC word cards

pat wit lot hit net

part with lost hint next

cap vet bet cot rug

camp vest best cost rung

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Appendix C2: The song The Ants go Marching By

The ants go marching one by one hurrah, hurrah, The ants go marching one by one hurrah, hurrah, The ants go marching one by one, The little one stops to suck his thumb, And they all go marching down into the ground To get out of the rain, BOOM! BOOM! BOOM!

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Appendix D2: Graphic Organiser 2 (Based on the Story The Big Bad Wolf) Narrative Comprehension Cards 1- What does the title tell me about the story? 2- What do the pictures on the cover tell me?

3- What do I already know about ________ ? (e.g. the big bad wolf)

4- Who? (characters etc)

5- What? (e.g. what goes on in the story?

6- When? (e.g when does this story happen?)

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS

7- Where? (e.g. where is the setting etc)

8- Why? (e.g. why is the story like that? / why are the characters like that?)

9- How? (how do the characters interact with each other?)

10- What do I think will happen next?

11- Who are the main characters that affect the story?

12- What was the setting?

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS

13- What was the problem?

14- How was the problem solved?

15- How would I want this story to end? Why?

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Appendix E2: CVC words

pot let bun bar

pet mat hug bun

lug sad but mat

pup net win dug

sag pin log fit

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Students Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Name: _________________________________________________________ Date: _____________________

Part 1: Reading Fluency Write down the words you had difficulty pronouncing in the box below. Book title: _______________________________________________

Part 2: Word Study Write the new CVC words as taught by your teacher in the box below.

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Students Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS Part 3: Instructional Reading

Book title: _______________________________________________

1- What does the title tell me about the story?

2- What do the pictures on the cover tell me?

3- What do I already know about ________ ? (e.g. the big bad wolf)

4- Who? (characters etc)

5- What? (e.g. what goes on in the story?

6- When? (e.g when does this story happen?)

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Students Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS

7- Where? (e.g. where is the setting etc)

8- Why? (e.g. why is the story like that? / why are the characters like that?)

9- How? (how do the characters interact with each other?)

10- What do I think will happen next?

11- Who are the main characters that affect the story?

12- What was the setting?

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Students Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS 13- What was the problem? 14- How was the problem solved?

15- How would I want this story to end? Why?

Vocabulary What are the new words you have learnt today?

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Students Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 2: CVC WORDS

Part 4: Writing Write as many CVC words (from your reading) as you can in the box below in the shortest time possible.

Check Time: How do you feel after todays lesson? (Tick the box)

Why do you feel so? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What have you learnt today? -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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