School of Education

Day: Monday Date: 05/02/2018 Start Time: 8:50am Finish Time: 11:05am Year: 1
Topic: Sound of the week and Spelling rotations No. of students: 28
Australian Curriculum Content Description (see ACASA or SCASA):
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and
using appropriate volume and pace (ACELY1788)
Understand how to spell one and two syllable words with common letter patterns (ACELA1778)
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final
phonemes to generate new words (ACELA1457)
Use visual memory to read and write high-frequency words (ACELA1821)
Students’ Prior Knowledge and Experience:
Last week and in pre-primary we looked at the ‘sh’ sound. Students should be able to list at least 3 words
that contain the ‘sh’ sound from the last lesson. Most students have done rotations on orientation but
others may not have done them before.
Learning Purposes: Student Assessment:
Students will be able to: I will measure the achievement of objectives by:

 List at least 3 words that contain theI will be listening to students responses, asking questions to check
‘sh’ sound. for understanding and taking notes of students engagement and
understanding. Aim to take photos of students work- magnetic
 Make the ‘sh’ sound with their
words, unjumbled words, word towers etc. Mark stamp work and
mouths. underlined words as I go- possibly as students get to the magnetic
 Understand what letters make the activity. Students correct underlining of ‘sh’ will show me some
‘sh’ sound. understanding of the lesson aim.
 Write/create ‘sh’ words using more
than one hands-on method

Preparation and Resource(s):  Letter magnets

 Last weeks ‘sh’ words brainstorm  Letters in eggs
 Letter stamps and template (30)  Spelling words printed out for students to
 Template for writing out words with look at (12)
underlining (30)  Timer for rotations.
 Pool noodle letters
Catering for diversity
There will be two teachers and a volunteer available to assist students with their work. **** will need
assistance with forming letters and the words. Most other students should be able to complete all activities
either independently or with limited support. ***** will be starting with a hands on activity (magnets) to
engage him after sitting on the mat for a while (LOVE this!!)
My teaching strategies:
I can help students to develop as responsible learners in this lesson by setting them challenges to
see how many words they can write or build in the 15 minutes.
I aim to give immediate feedback in this lesson by discussing with students the things they may
have missed or done wrong as they are doing to- e.g. the tail of ‘p’ being above the line, so they can
correct it next time they write it. I also aim to mark most of the work during the lesson rather than
after.
Timing Learning Experiences: Organisation of learning:
Re-explain (give some detail on how you will
10mins explain and tell them about the timer to help jog Activity one: write the words (with lead
your memory on the day) and re-watch the ‘sh’ pencil) underlining the ‘sh’ sound in each
video. Discussing what words we heard in the word (and underline in colour maybe?). If
video, can you add anymore? students finish this early, they can draw a
picture next to each word. (Example provided)
15mins Can you remember the motion for the ‘sh’ EA
sound? Activity two: spelling on whiteboards with
15mins magnets. Students have their own individual
2mins Teacher will explain rotation and activities. whiteboards. Possibly put whiteboards on the
table to reuse OR get them to use the big
whiteboard. One packet of letters between 3
15mins Rotation one
students. Teacher? (Move to stamps activity or
2mins Rotate (Teacher initiate and re-explain rotation) egg unjumble station instead – both will need
supervision)
15mins Rotation two Activity three: Spelling with stamps. Students
Rotate (Pre-service teacher initiate rotation) use letter stamps (in the store room) to stamp
2mins
the words onto a A4 template. The word
‘shampoo’ will need to be stamped at the
Rotation three. bottom of the page so that it fits. (example
Rotate provided)
Activity four: Spelling with pool noodle letters.
5mins Crunch and sip: Students need to stand quietly Students can build the words using the pool
(code red) behind their chair with arms folded noodle pieces which have a letter on each of
(explain that once they have finished eating, they them (Make it a competition and record
can get straight into the rotation activity at which which group builds the most AS A TEAM –
they are seated). Send them a group at a time to encourages them to not just play with the
get their crunch and sip (colour groups which will letters).
be recognised from their badges as students Activity five: word jumble. The letters used to
would have moved from their original seats). spell eight of the spelling words are placed
They will need to wash their hands on the way into plastic eggs. Students will open one egg
10mins
into the classroom and sit at the same desks they at a time (one each at a time) and try to
were just at to eat their crunch and sip. unjumble the word. Letters need to be put
back into the egg before the next egg can be
Students need to raise their hands once they opened.
have finished their crunch and sip and wait to be
dismissed. They then need to put their crunch  Activities three, four and five should be
and sip away, washing their hands again when on the front three tables with a teacher
they come in the door. They can then get started hovering between to make sure the
on the activities in front of them. activities are running smoothly. E.g.-
15mins Rotation four. letters put into correct eggs, no
2mins Rotate arguments over magnets, pool noodle
pieces not becoming a mess.

15mins Rotation five.

Step one: Pack away all activities and leave
them neatly on the desk..
10mins Pack away read for recess: play the clean up
Step two: Sit at desks with arms crossed.
song.
Prayer time (diddly dum)
Get students to repeat-
Step one: wash my hands.
Step two: hat and lunchbox.
Step three: line up straight.
Step four: wait wait wait.
Send students out a small group (birth months)
at a time.