3-6 Spelling Planner Tip: If your students have masted PGCs as indicated by spelling inventory, spetiing instruction focuses on morphology. Grapheme introduction G Review: Card deck drills «Definitions and concepts @Allernate graphemes for today's phoneme and up to 15 previously leamt graphemes. Words to read Build your word atid using: 1. words containing alternative graphemes for today's new learning OR 2.50% previously taught PGC, 25% second fo last PGC and 25% three previous PCs. soc ‘ed Lae Leck at Words to spell- Tips: + incorporate formal handwarting instruction, Ensure students are using correct formation of graphemes. “Can include alternate graphemes for today's new grapheme ++ Engure students segment each phoneme before writing Pee fee oem Te | Gol t ean, Derra, Learning Intention =e 5 Today we are learning to use the grapheme ‘ur to represent the phoneme /er/ to read and spell words. ~ State speling convention or othographic pattern = Mulfisensory introduction- keyword/letter formation [include skywrite/table write) = Review and link o previously fought iterate graphemes for feday's phoneme: €Gi4at- Words to read Tip: Allwords to include today's new PGC and only contain previously taught PGCs | Jounal Couclesus, courkeous Jjoueney, || . “Senge | Sejm | adja eetal | hace Words to spell Tip: *allwords to include today's new PGC and only contain previously taught PGCs "These words can be written in Ekonin boxes to support phenological awareness development Eg. Guided demonsiration of speling convention, examples/non examples3-6 Spelling Planner Teacher led: Independent Tasks Tes Tes Une tothe guided practice TP nto the guided proctce vnntoerebettons rstugoing spelen teen, |- Choote one or wo aes ONLY Stoopingepeton ond decoder need on algned decevlgbi tox! or posage. Det D A ) G Revise new learning Today we learnt the grapheme __ fo represent the phoneme /__/ fo read and spell words, Revise: letter name/ prompt word/phoneme/ skywrite 3 times Grapheme consolidation | @ Review: Card deck drill «Definitions and concepts ‘e _Allemate graphemes for today’s phoneme and up to 15 previously learnt graphemes Restate yesterday's grapheme and associated speling convention or orthographic pattern Words to read Build your word grid using: 1 So% of words containing yesterday's grapheme and 50% alternative graphemes for that phoneme and any previously taught graphemes. Stauaie. 0 \ ouen | ema toca” | boebececa | or po ecLoc ra leleal Beaming intention Today we are reviewing the graphene aueto represent the phoneme /er/ to read and spell words. Check for Understanding ‘Check in with Dictation: Ensure dictation only contains previously taught PGCs. ‘OR Reading for accuracy: use a decodable text to read the torget grapheme in context. Reread for accuracy and fluency. Tip: Use modelled reading, choral reading, echo reading, pored reading 5 Wave 2/ Independent Practice Teacher led: Independent Tasks Tip: Mulitple repetitions for struggling spellers is essential. Tip: Struagiing spellers and decoders need an, aligned decodable passage. _ - © Revise new learning Today we leamt fo use the graphemeaacto represent the phoneme /er/ 1 read and spell words. Revise: letter name/prompt word/phoneme/ sky/table write 3 times3-6 Spelling Planner Morpheme Introduction | @Review: a Card deck drills + Defntions and concepts ~ morphology related + Morphology deck review. only Include previous learnt monphemes Morphemes to write Tips: Must include previous 5 morphemes. Teacher could say: “Wire the morpheme that means. [differ — TE FFecene I di LL Fekotel LA | Words to read Build words using this formula: 50% previous morpheme, 25% second to last morpheme and 25% three previous teesit rand Nieseanke New Learning Learning Intention . Today we are learning to use the morpheme. Lf- fo read and spell words. ‘=__means nol. ~ {tis Angio-Saxon/Latin/Greek origin. - Iti a prefix/suttix/base = Use multisensory action fo build meaning of morpheme Tip: Elaborate meaning of morpheme. &.g., Visuals, used in a sentence, link to subject specific terminology across subject oreas. Words to build and write £.g. Co-construct word sums/Matrix. Lf Suffixes Base or Root rb wo | eam Build meaning T Tips: = Use the target moreheme in close passage or short texts from related curriculum. = Use images fo maich meaning to image. = Have students par/share using the words in sentences [sentence stems are « helpful scaffold) = Explicitly teach any derivatives or assmilations if appropriate at this time. |S Wave 2/ Independent Practice Teacher led: Independent Tasks Tip: Mulitple repetitions for struggling spellersis essential.3-6 Spelling Planner Ti: Siuaging wpelew and deceden need'an algned : Uecasbe gomoge. We | @Revisenew leaning Today we learn the morpheme Life to read and spell words. _d. of means not , Revise meaning of morpheme/sky/table write 3x_ Morpheme Consolidation GReview: x Card deck drill + Definitions and concepts ~ morphology related ‘+ Morphology deck review: only include previously learnt morphemes Words to read Build words using this formula: 50% previous morpheme, 25% second to last morpheme and 25% three previous morphemes.. ~ lone Las : a “7 _ et fc f fee fragt ee New Learning E Today we are reviewing the morpheme _1-f- to read and spell words. = fis Anglo-Saxon/Latin/ Greek origin - Iisa prefix/sutfix/base ~ Use muttsensory action to build meaning of morpheme Explicitly state and review any assimilations or derivatives introduced yesterday. — Check for Understanding Check in with Dictation: Ensure dictation only contains previously taught PCs. Use as formative assessment for learning, Reading for accuracy: use a decodable ex! to read the target grapheme in context. Reread for accuracy and fluency. Tip: modelled reading, choral reading, echo reading ®3 Wave 2/ Independent Practice Teacher led: Independent Tasks Tip +Use your data to target learning for students *+Muliple repetitions for stugglin spellers s essential. sSirugaing spelers and decoders need an aligned decodable passage. Lee! Sims3-6 Spelling Planner © Revise new learning Today we used the morpheme _d,f- fo read and spell words. .f- means _wat . Tip: Have students pair/share or write the morpheme in a sentence or pair share the meaning, Weekly Review “Learning Intention Today we are revising the grapheme aur fo represent the phoneme /ec/. State speling convention or orthographic pat We will also revise the morpheme d fe that means nol a = itis Anglo-Saxon/Latin/Greek origin - Itiseprefix/sufx/base = _Use mutfsensory action to demonstrate meaning of merpheme = @ Review: Card deck drill + Definitions and concepts * Graphemes up to 20- must include previous 5 graphemes taught = Morphology deck - must include previous § morphemes taught Graphemes & morphemes fo write and Words to spell TERT RRs Tas week's ordre aid morsheme, Teacher could say"Wile fe moroheme That means. Words to read This week's PGC (50%) and morpheme (50%) re Vocabulary extension questions Check for Understanding ‘Check in with Dictation: Ensure dictation only contoins previously taught PGCs, morphemes and regular words, This is formative assessment of leaming.. AND Reading for accuracy: use a decodable tex! to read the target grapheme/morpheme in context. Reread for accuracy and fluency. ‘5 Wave 2/ Independent Practice (optional) Teacher led: Independent Tasks Tips: Tips: = _Link fo the guided practice = _Link speling with curiculum focus3-6 Spelling Planner = Mulilpie repetitions for struggling spellers is essential. | - _frayermodel = Struggling spellers and decoders need an aligned decodable passage. | Revise new learning Today we revised the grapheme aucto represent the phoneme /er/. We also revised the morpheme _d.f- that means iat Revise: letter nome/prompt word/phoneme/ skywrite 3 times