In this lesson, students learn new vocabulary/spelling words from the book, Jack’s Garden by Henry Cole. The lesson is a 30 min starter, to be followed up for 15 mins each day for the rest of the week. At the end of the week, children will be able to spell new vocabulary words, recognise their words in a book and write spelling words fluently in a sentence.

• Year 1 – Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words(ACELA1778)
• Year 1 – Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
• Year 1 – Understand the use of vocabulary in everyday contexts as well as a growing number of schoolcontexts, including appropriate use of formal and informal terms of address in different contexts(ACELA1454)
• Year 2 – Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
• Year 2 – Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)
• Year 2 – Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations(ACELA1474)

This lesson is based on the book Jack’s Garden by Henry Cole. However, you can change the lesson by simply changing the book and the vocabulary associated with it. ; )

1. Create a list of the students spelling words printed out and I will hand one out to each student (a few of the spelling words: (mushroom, onion, daffodil, cherries, etc.)
2. Hand out copies of the book to each student.
3. Model how to highlight with our highlighters.
4. Set success criteria on board (coming from the assessment points below) and discuss with students.

1. Read through the text and ask children to refer to our spelling words as we go. If they see a word within the book, get them to highlight the word.
2. Once someone highlights a word, ask them to place their hand up and discuss what they think the meaning of the word is. Also discuss how letter patterns create the sounds in the word (e.g. the double f in daffodil creates a short ‘a’ sound).
3. Discuss how we make meaning by looking at the pictures, reading the sentence before and after, and using a dictionary.
4. Ask students ‘If we were to use another book, would we see all of the same words in it…?’ Then discuss that each book has its own vocabulary (words) that are related to a topic (plants in this case).

Conclusion:

1. Ask the students to write all the words that they found on a piece of paper (or in their spelling book – preferred).
2. Ask them to create 5 simple sentences that use 1 of the spelling words in each sentence.
3. Have the children read their sentences to a partner.
4. Share sentences on the floor and scribe them on the board for discussion.

 

Assessment:

• 3 Points: The students listened and followed directions. The students completed the assignment and found all the words that were in the book. The students did an excellent job writing their words in a sentence for their spelling test. (Letter grade for the spelling test).

• 2 Points: The students somewhat listened and followed directions. The students completed half the assignment and found a few of the words that were in the book. The students did an ok job writing their words in a sentence for their spelling test. (Letter grade for the spelling test)

• 1 Point: The students did not listen or follow directions. The students did not complete the assignment and did not find any of the words that were in the book. The students did not do the best they could on writing their words in a sentence for their spelling test. (Letter grade for the spelling test)

Resources:

• Highlighters
• Spelling books
• Copies of Jack’s Garden by Henry Cole (or other books that you would like to use)
• Whiteboard /Markers