Lesson 6 Spelling PLD Literacy

Learning area Spelling PLD Literacy

Lesson topic Daily Spelling

Date and Time Monday

Overall duration (time) 50mins

Objectives WALT: Identify the digraph that corresponds to one sound.

WILF: Students need to identify the graphemes in the sounds. Students can
separate the sounds in the LSCWCh.

Lesson preparation ● Spelling books

● Powerpoint slides
● Rotation Activities

Learning strategies &
activities: Introductory
Time
20 minutes
● Spelling Warmup; Whole class (target 2) revision digraphs
● Read sounds out with students, go through each group
○ Students on the mat.
○ Address stage 1 (List 25 Bad Luck).
○ Address stage 2 (List 29/30 Mook’s Book).
○ Address stage 3 (List 4 Dinner in Winter).
○ Ask students to define words based on previous lessons.
○ Ask students to use the words in a sentence when doing mat
work.
○ Instructions for LSCWCh: ask students to repeat instructions
to ensure they understand the expectations.
○ Pick book collectors for each spelling group to avoid all
students crowding in one area.
○ Set clear intentions for students; if they need help, they must
raise their hand.

Learning strategies & ● LSCWCh in Monday's column.

activities: ○ Independent working at desks.
Developmental ○ Show positive reinforcement for students who are working
Time ○ Mark works as you.
○ Give students enough time just before finishing, and explain
20 minutes students need to move on to their rotation activities on the
board.
○ Read the rotation activities from the board so students know
what they are meant to be doing.
● Rotations after LSCWCh
○ Independent learning.
○ Monitor students.
 ○ Pack up rotations, and all students return to the mat for
dictations.

Learning strategies & - Repeated reading for phonic dictation passage

activities: concluding ○ Ask the specific stage (1,2, or 3) to pay attention to the
Time sounds of the passage as the whole class goes through it.
○ Ask students to identify a word from the passage using
10 minutes specific target sounds.
○ Once each passage is complete, pack up slides for the next
lesson.

Differentiation Response to intervention approach

RTI There are three intervention groups
- Tier 3 group is group 1.
- Tier 2 group is group 2.
- Tier 1 group is group 3.
- An Extension is dedicated to 1 student who goes to another class.

Key questions 1. Define a word in your spelling list.

2. Can you use the word in a sentence?
3. What is your group sound of the week, and how is it spelt?
4. How many sounds are in the week's word list for each group?
5. Can they identify the sounds in the word
6. Can they blend the sounds together in the box for LSCWCh

Assessment of student Diagnostic assessment: students sound out spelling words on the mat, work
learning on their sounds as well and engage in discussion about how the sound is
made, what letters it uses, and what is the meaning of the words.
Formative assessment: demonstrated through LSCWCh and rotation
activities to determine understanding of lesson during independent learning

Reflection 1. How can I improve?

2. What worked well during this lesson?
3. What should I do next time?