R.E.A.L

Explicitness: Lower Junior

In term 4 so far, our main focus in English has been learning about compound words.  The students have really enjoyed learning and understanding how to combine two words to make a compound word through the use of songs, objects, and word picture activities.   

In Maths, the students have been focusing on subtraction.  They have learned how to take away numbers with the help of playdough, objects and pictures to work out the answers. 

Below is an example of an English lesson plan that introduces the concept of compound words. We can see too, that the lesson is differentiated to individual student abilities. It clearly states how the lesson should be proceed following the "I do, we do, you do"  format.

Lesson One COMPOUND WORDS: FOOD WE LIKE

Gain student attention/Warm up

together engage in some finger stretching activities. 

• watch Cloudy with a Side of Meatballs  - This part of the lesson is led by the teacher.  

Learning Intention

• Level A - Encounter a variety of objects and textures and hold objects for a short period of time 
• Level B - Recognise different sounds and words and their connection to objects and people 
• Level C - Repeat and follow rhythms and sound patterns in familiar rhymes and songs from a range of cultures 
• Level D - Identify and copy the rhythms and sound patterns in stories, rhymes and songs from a range of cultures 
• Foundation -Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures 

I do/we do

            Watch cloudy with a chance of meatballs  - This part of the lesson is where the teacher and students will work together as a group to consolidate what they have learned.  

• Using the visuals, discuss what food items were in the story. 

You do - This is where the students do what they have been taught.  This can be with support from staff, other students or individually.

• Level A/B – make a milkshake from chocolate and milk in a jar. Put the milk in and give it a good shake. You have made a milk shake! 
• Level C – choose from the food pictures to make a collage of yourself with the compound food words falling on your head. Say the words as you are gluing them on.
• Level D/foundation – Create the picture above. Then, using  body percussion to beat out the words of single-syllable compound food words such as: Milkshake, popcorn, cornflake, meatball cupcake, cheese cake etc