Term 4 Week 9

READERS WORKSHOP
Monday Tuesday Wednesday Thursday Friday
Focus CAF: CAF: Blends CAF: Blends Whole school CAF: Practice common
Comprehension/re- transition sight words
reading

Mentor Text AUTHOR FOCUS: Jeannie Baker

Learning Blend and segment onset Blend and segment onset Blend and segment onset Understand that spoken sounds and
and rime in single syllable and rime in single syllable and rime in single syllable words can be written and know how
Standards/Outcome spoken words and isolate, spoken words and isolate, spoken words and isolate, to write some high-frequency words
s blend and segment blend and segment blend and segment and other familiar words including
phonemes in single syllable phonemes in single syllable phonemes in single syllable their name(VCELA157)
words (first consonant words (first consonant words (first consonant
sound, last consonant sound, last consonant sound, last consonant These tuning in
sound, middle vowel sound) sound, middle vowel sound) sound, middle vowel sound) tasks support
(VCELA169) (VCELA169) (VCELA169) students learning
WHOLE CLASS MINI OLI: To identify blend OLI: To blend sounds OLI: To know many by giving them OLI: To read magic words in
LESSON sounds together to read a simple blends and use strategies they can text
word accurately these to sound out 4-5 use later in the
15mins
Whole class tuning in: letter words lesson. Whole class tuning in:
1 Introduce/Revise Caf
Reading through a big Whole class tuning in: Additionally, it Brainstorm of magic words and
Menu
2 Introduce reading book that has difficult Go through the blends Whole class tuning in: encourages writing sentences together that
focus words covered. chart to familiarise Write some sentences on student have magic words in them.
3 Model the reading Together come up with students. the board from a book. participation and
focus with Mentor Text words that could fit in Read through big book Together sound them out engagement (4.1)
the space and then together. When faced and underline the known
uncover it. Sound out with a difficult word blends.
the blends together to identify the blend and
read the word use that to help sound it
accurately. out.

INDEPENDENT 1:1 conferencing: 1:1 conferencing: *names 1:1 conferencing: *names 1:1 conferencing: *names removed
READING *names removed removed removed

Read to Self- 15 mins

Putting Group 1 Strategy Group- OLI: To read the blends OLI: To identify blends in M100W Word Work
OLI: To predict what th, or, ee, wh, ch, air. other words/unfamiliar
the *names Stations:
removed word might be used in a words.
Reading Activity:
sentence by reading on.
Strategy With the blend blocks, Activity: Have cards with 1 Twister
2 Word wall
into Activity: create as words and write the different words of the
them down in books. week. In books students 3 Make the word
Practice Worksheet 1: Students
need to write as many words 4 Interesting sentences-
need to fill in the
 Term 4 Week 9
30mins missing word and re- that have the same sounds. with magic words
read sentence to make E.g. Watch = catch 5 Sight word practice
Read to sure it makes sense. sunshine online (ipads)
Self
Teacher group: Work with
Read to Children on red words
Group 2 Strategy Group-
Someone OLI: To identify and
*names
Listen to OLI: To use the back up sound out words using
removed
and re-read strategy to blends from words of the
Reading ensure reading makes week. During this Friday
sense.
Activity: Do a guided
session there are
reading session with the multiple activities
Activity : Worksheet 2: students and together
students complete
happening around
identify blends.
sentences with words that Write down the blends the classroom. As I
they must choose from. found. am allocating
groups I will
Group 3 OLI: To use the back up OLI: To read cvc words. Strategy Group-
explain what the
*names and re-read strategy to OLI: To use blends to
removed ensure reading makes Activity: Use the common identify unfamiliar activity is and
sense. phonic cards, spread them words. where in the room
out on the table and have
Activity : Worksheet 2: students write some words Activity: Do a guided
they need to go
students complete in their books. reading session with the (4.2).
sentences with words that students and together
they must choose from. identify blends.
Write down the blends
found.
Group 4 OLI: To use the back up OLI: To identify phonics. OLI: To read cvc words.
*names and re-read strategy to
removed ensure reading makes Activity: Students need to Activity: Use the common
sense. read the passage together phonic cards, spread them
and then underline the out on the table and have
Activity: common blends. students write some words
Worksheet 3: Students in their books.
complete sentences with
words that they must
choose from.

RESOURCES One big book Big book, blend blocks, Big book, blend blocks, Twister, word wall, magnetic
Worksheet 1, 2 & 3 guided reading books, guided reading books, letters, magic words, Ipad
cards with common cards with words of the
blends and worksheet week and cards with
(identifying phonics). common blends.
 Term 4 Week 9
SHARETIME/ASSESSM Students share Students share blend Students share words Students share a new magic
ENT sentences they have words they have created created with magnetic word they learnt
5mins completed bolts
Assessment 1:1 conference with 1:1 conference with 1:1 conference with 1:1 conference with student
student & running record student & running record student & running record Magic word assessment checklist