Susan Williams: Student ID s229131 LEARNING MANAGEMENT PLAN FOR PREP LITERACY GROUP FOCUS: Targetted lesson for

Higher/Extension Literacy Group 1. WHAT DOES LEARNER ALREADY KNOW? Group of 6 children have been assessed as being at the higher end of the literacy outcomes expected for this year level. I used dictation to determine an area suitable for literacy extension for this group of children. This group has largely grasped basic sentence construction and has a sound understanding of letter patterns and sounds. As an extension lesson, I have chosen to focus on extending verbs by adding the ending ing. 2. WHERE DOES LEARNER NEED TO BE? Be able to extend short-vowel verbs by doubling the last consonant and adding ing This skill will further develop their confidence in the usage of their written language.

3. HOW DOES LEARNER BEST LEARN? The children will engage in a variety of learning strategies and techniques, encompassing kinesthetic, auditory and visual learning modes. Positive reinforcement will form an integral part of the teaching/learning interaction.

This group is generally made up of focused, calm and compliant children, keen to learn. I dont envisage any added challenges related to behavioural management. 4. RESOURCES TO BE USED: Mini magnetic boards and letters Whiteboard

5. LESSON PLAN/SEQUENCE (estimated time 25-30 mins) State learning objective: The objective is to teach the requirement to double the last consonant of simple short-vowel verbs before adding ING. Introduction: Today we are going learn a special trick to make short verbs grow into long verbs. We are going to practice the trick and find a special way to remember it so well know it forever. You might even want to teach this trick to your friends later in sharing time. MIME VERBS (5 minutes) Teacher says verb and children mime: smile, cough, wriggle, point, frown, laugh Teacher mimes the following verbs, children supply verb. Teacher lists them on board. run, bat, hit, nod, beg

EXAMINE MIDDLE LETTER/VOWEL IN THE VERB (2 minutes) Using the above list of verbs, children identify the middle letter. Children supply its name and its sound. Identify the difference between NAME and SOUND. o e.g RUN point to middle letter, what is its name, what is its sound? Practice differentiating between its name and its sound.

MAIN TEACHING POINT - How to add ing (5 minutes) Sometimes we want to make verbs grow longer. I want to make RUN into RUNNING. Listen for the sound. What is the sound you hear at the end of the word? RUN ... ING Children supply the sound ING. Teacher asks what three letters make the sound ING. Teacher writes ING on the board. Teacher writes ING next to RUN with a space in between. (I am leaving this space for some special glue that is going to join them together in a minute.) KEY TEACHING POINT - Teacher introduces the trick they are going to learn to join the two parts together (Introduces concept of doubling the last consonant to keep the vowel making its sound.) Highlight the double letter by instructing the children to pretend to hold a glue pot and a brush and glue the double letter together. When we put the magic glue between the two parts we make sure that the middle letter can keep on making its own sound. So in RUN, the letter u keeps on saying its sound. It keeps on saying uh Repeat sequence above with all the other verbs.

EVALUATION Activity (5 minutes) We have learnt a special trick to make short verbs grow into long verbs. We practiced the trick and we know a special way to remember it. Activity below to evaluate integration of the concept. Teacher writes five new words on board: get, pop, swim, clap, shop, knit Children add ING to the words on the magnetic mini boards, using the magic trick.

CHARADES Activity (5 minutes) Children take turns to act out an ING word while the rest of the group makes word on their magnetic boards. Children get a double sticker to remind them that in short verbs they need to double the last consonant before adding ING.

6. WHO WILL DO WHAT As per learning sequence above. 7. HOW WILL I CHECK TO SEE MY LEARNER HAS ACHIEVED THE DESIRED OUTCOMES The activities are designed to evaluate mastery of the concept of doubling the consonant and adding ing. 8. HOW WILL I INFORM LEARNER OF THEIR PROGRESS? Teacher reminds the children that they learnt a special trick to make short verbs grow into long verbs that they practiced. When they were tested, they remembered how to do it. As a reminder that they have learnt this skill, children are awarded a double sticker.