| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | reading (adjusting) |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (VC2E3LY03) understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words (VC2E3LY04) |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Reading (Adjusting)
Year 3 (Grade 3)
English
20 students
30 minutes
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 minutes | Briefly explain the objectives of the lesson. Introduce multisyllabic words with some examples. |
| 2 | Phoneme-Grapheme Review | 5 minutes | Review phoneme-grapheme correspondences. Engage students in identifying sounds in example words. |
| 3 | Syllable Segmenting | 5 minutes | Demonstrate how to break down words into syllables. Use examples and encourage students to practice in pairs. |
| 4 | Group Task | 10 minutes | Divide students into small groups. Each group receives a set of multisyllabic words to segment and blend. Students will also create new words using prefixes or suffixes and present within their group. |
| 5 | Class Discussion | 3 minutes | Groups share one or two new words they created. Discuss the process of how they arrived at their words. |
| 6 | Homework Assignment Explanation | 2 minutes | Introduce and explain the homework assignment focusing on reading and writing multisyllabic words with prefixes/suffixes. |
| 7 | Lesson Closure | 2 minutes | Summarize key points of the lesson and remind students to review the homework privately at home. |
"Good morning, class! Today, we are going to focus on reading multisyllabic words. Our objectives for this lesson are to apply phoneme–grapheme correspondences to read these words fluently, to segment and blend sounds in more complex letter patterns, and to recognize and apply common base words, prefixes, and suffixes.
Let’s start by looking at a few examples of multisyllabic words. Can anyone tell me what a multisyllabic word is? Yes, that's right! It's a word that has more than one syllable. Some examples include 'incredible', 'butterfly', and 'beautiful'.
Can you hear how each of these words can be divided into smaller parts? Excellent! We're going to explore that more today."
"Now, let’s do a quick review of phoneme-grapheme correspondences. Who can remind us what a phoneme is? Yes, it's the smallest unit of sound in a word! And the grapheme is the letter or letters that represent that sound.
Let’s practice! I will say a word, and I want you to identify the sounds you hear. The word is 'cat'. What are the sounds? Yes, /k/, /æ/, and /t/. Great job!
Let’s try another one. How about 'spark'? What phonemes can we identify in that word? Fantastic, we have /s/, /p/, /ɑː/, /k/. Well done, everyone!"
"Next, we are going to learn how to break words into syllables. I will demonstrate with the word 'elephant'. Let's clap as we say it – el-e-phant. Who can tell me how many syllables are in this word? That's right, three syllables!
Now, I want you to practice with a partner. Let’s take the word 'unbelievable'. Clap it out: un-be-liev-able. How many syllables does that have? Yes, four!
Now, take a few minutes with your partner to practice breaking down these words into syllables. I’ll walk around to help if you need it."
"Now it’s time for our group activity! I will divide you into small groups. Each group will receive a set of multisyllabic words on cards. Your task is to segment these words and blend them back together, just like we've practiced.
Additionally, I want you to create new words using some prefixes and suffixes. For example, if you have the base word 'play', how about 'replay' or 'playful'? Work together to come up with as many new words as you can. After 10 minutes, we will share one or two of your new words with the class."
"Okay, everyone, time's up! Let’s come back together as a class. Each group, please share one or two of the new words you created.
As you present, explain how you segmented the original word and how you added a prefix or suffix. I’m excited to hear about the new words you’ve invented!"
"Now, let’s move on to our homework assignment. You will receive a worksheet with multisyllabic words. Your task is to read these words and write sentences using them, focusing on your understanding of prefixes and suffixes.
Please make sure you bring this completed worksheet back to our next lesson. You won’t need to present it, but I’ll collect it for review."
"To summarize today’s lesson, we learned how to read and segment multisyllabic words, created new words with prefixes and suffixes, and practiced blending sounds.
As you go home, please remember to review your homework privately. Thank you for your fantastic participation today. I can’t wait to see the new words you create at home! Have a wonderful day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduce the lesson on reading multisyllabic words |
| - Objectives: | ||
| - Apply phoneme-grapheme correspondences to read fluently | ||
| - Segment and blend sounds in complex letter patterns | ||
| - Recognise and apply common base words, prefixes, and suffixes | ||
| 2 | {Image: Phoneme and grapheme chart} | - Review of phoneme-grapheme correspondences |
| - Reminder: | ||
| - Phoneme: smallest unit of sound | ||
| - Grapheme: letter or letters representing that sound | ||
| - Practice identifying sounds in words like 'cat' and 'spark' | ||
| 3 | {Image: Clapping students} | - Demonstrate breaking words into syllables |
| - Example: 'elephant' clapped out as el-e-phant (3 syllables) | ||
| - Partner practice with 'unbelievable' (4 syllables) | ||
| 4 | {Image: Group working together} | - Group activity: |
| - Segment and blend multisyllabic words from provided cards | ||
| - Create new words using prefixes and suffixes | ||
| - Share one or two new words with the class after 10 minutes | ||
| 5 | {Image: A student presenting} | - Class discussion: |
| - Each group shares new words | ||
| - Explain how they segmented the original word and added prefixes or suffixes | ||
| - Homework assignment: | ||
| - Complete a worksheet with multisyllabic words | ||
| - Write sentences using these words | ||
| - Bring completed worksheet to the next lesson for review | ||
| - Lesson summary | ||
| - Read and segment multisyllabic words | ||
| - Create new words with prefixes and suffixes | ||
| - Thank students for participation and encourage them to review their homework |