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Class : 1 Lily
Focus : Writing
Learning objective: By the end of the lesson, pupils are able to:
1. Able to read and apply word recognition and
word attack skills by:
a) Matching words with spoken words.
2. Able to write simple sentences with
guidance.
3. Able to punctuate correctly:
a) capital letters
b) full stop
4. Able to copy and write in neat legible print:
f) simple sentences
Reflection :
2. Teacher holds up the See and Write tasksheet (refer to 16.8 See and
Write)
3. Teacher points to first picture (eg: picture of the rinses process) and
asks pupils what the process (e.g.:rinses)
4. Teacher asks pupils to spell ‘rinses’. Teacher asks pupils to write the
word on the tasksheet. Teacher model to pupils.
Jumbled sentences
me. Agus
.
Agus _______, _______.
2. Teacher cross off the words that have been used, i.e. ‘Agus’
me. Agus
.
Agus _______, _______.
3. Teacher gets pupils to guess what is the next word. Teacher cross off
the word and add it to the sentence.
me. Agus
.
Agus rinses _______.
4. Teacher repeats step 3 until all the words have been crossed off.
Running Dictation
CLASSROOM SET UP: Before starting the activity, ask pupils to keep all
their things under the table or in the bags. Clear the floor of bags. Push all
chairs under the table. Clear a space in front of the coloured paper strips
on the walls. Make sure all pupils can run to the walls (they are not
blocked).
3. Teacher asks two pupils (from a pair to stand up). Teacher tells the
runner to run to any of the yellow paper strips.
4. To model, teacher runs with the pupil to the sentence. Teacher asks
the pupil to read the first word in the sentence by pointing to the word,
“What’s this? (e.g.: “I” [Agus rinses me.])
5. Then, together, the teacher and the pupil run back to the writer.
Teacher asks the runner, “what was the word? Tell the word to your
friend.”
6. When the runner says ‘I,’ ask the writer to write the word.
7. If the writer cannot spell the word, the runner spells the word out. If
the runner could not spell the word, ask he/she to refer back to the
word on the wall.
8. Teacher repeats the process for the other yellow sentences. (The
runner can memorize more than one word at a time, if he/she has the
ability to do so.)
9. Teacher monitors the pupils to ensure that the runners do not grab the
pencil or eraser or shout the word to the writers from the wall. Only
the writers may touch the pencil and eraser. Only the runners are
allowed to run to the sentence.
10. When each pair finishes copying down the yellow sentences, the
writers swaps places and become runners and vice versa, and to
repeat the process with the red sentences.
11. When all 5 sentences have been copied down, teacher asks
pupils to rearrange the sentences into a correct order by numbering
the sentences.
12. After they have finished rearranging their sentences, pupils must
raise their hands. Teacher then checks the spelling, punctuation and
the sequence of the dialogue.
13. The first pair to finish with correct sentences wins the game.