Pre service Teachers Name:

Mentor Teachers Name:

School: Primary school

Year level: year 2

Lesson Title: literacy revision of 100 magic words

Lesson Time and Date:
Lesson Aims
At this end of this lesson, students will..
spell most of 100 magic words ;

use knowledge of blending sounds to help their spelling;

know the meaning of words;
Learning Outcomes (use appropriate curriculum framework)
VEYLDF Outcome
VELS indicators
Outcome 5 children
Understand how to use digraphs, long vowels, blends and silent letters to spell
are effective
words, and use morphemes and syllabification to break up simple words and use
commutators( accurate visual memory to write irregular words (ACELA1471)
ly spell frequently
used words )
Outcome 4
Recognise most soundletter matches including silent letters, vowel/consonant
Children are confident digraphs and many less common soundletter combinations (ACELA1474)
and involved learners
Outcome 3
Recognise common prefixes and suffixes and how they change a words
Children have a strong meaning (ACELA1472)
sense of well being
Childrens Prior Learning (what do the children already know/what have they covered?)
They can write most of 100 magic words
They have basic knowledge of blending two or three sounds;

Teaching Skill Development (What do you want to develop as a teacher?

Communication skill ;
Observation sill;
Teaching and Learning Preparation (resources etc)
Using flash cards and oxford word list
Students in my group are below standard for spelling
Session Structure
Lesson Phase
Orientation /Introduction
How best to motivate and
explain the importance of

Lesson Planner

Revise the knowledge about blending two or three sounds and give
example
eg.pl, which blends the /p/ and the /l/ sounds together to make the /pl/

sound as in play,place
1

this lesson? This should be

for about 5 minutes with
links to prior learning or
experiences.

Practice making connections between letters and their sounds

/b//e//d/ put together make the word bed
Pay attention to some special words spelling , like <s+h>make a new
sound /sh/,shop,she,show ,etc.

Teaching strategy/Learning
Activities
What will support the
students to learn the
concepts you are trying to
teach and to reach the
learning outcomes? How
will you cater for a diversity
of learning needs?

Scaffold students spell words when sound out words and sequence
sounds one by one when they are in trouble ,eg, fa-vou-rite [feivrit] ;
bir-th-day /b:dei/ .
Oxford words say ,spell and write
I will read words to students and let them write it down.
Try to ask students make a sentence using given words so that they can
reinforce the meaning of the word

Conclusion /Closure
How will you capture the
main ideas of the lesson?
Recap/revision etc.

Join sounds together .Eg, puting two or three sounds together

/bl/ blue , black ; /gl/ glad ,glass , etc
Sounds spelled by more than one letter
a simple sound in a word can be spelled with one letter,eg,bit /bit/ ( one
letter spelling )
A sounds can be spelled with one to four letters
sh ip-two letter spelling ;

Assessment Strategies
What assessment strategies
are used throughout this
lesson? These should be
closely aligned to your
lesson aims. How you will
you record student learning
outcomes?

Lesson Planner

Check students spelling work ,record how many words they can write
correctly , conclude students unfamiliar words or the words they make
spelling mistake frequently .

Pre-service teacher self evaluation

Needs Improvement
Teaching / Learning
Dimension
Introduction to the
lesson

Progressing
Rating

Achieving Well
Comments

Planning &
organisation of
materials, resources
Communication with
students; explanation,
questioning skills etc.
Selection of learning
tasks
Monitoring/assessment
of student learning
throughout the lesson
Conclusion of lesson;
transition to next
lesson
Reflection
What was good about this lesson? Why?

How might this lesson have been improved?

What did you learn about teaching and learning (students and your own) from this lesson?

Lesson Planner

Mentor Teachers Evaluation

Teaching / Learning
Dimension
Introduction to the
lesson

Rating

Comments

Planning &
organisation of
materials, resources
Communication with
students; explanation,
questioning skills etc.
Selection of learning
tasks

Monitoring/assessment
of student learning
throughout the lesson
Conclusion of lesson;
transition to next
lesson

Any other comments: (e.g. learning goals for next teaching activity)

Lesson Planner