Embedded Files
er ur ir spelling list week 8.pdfLesson 1 er, ur, ir
Lesson 1 er, ur, ir
Learning Intention:
Learning Intention:
We are learning to spell er, ir and ur words.
We are learning to spell er, ir and ur words.
Warm-Up/Hook:
Warm-Up/Hook:
Run through 10 focus phonograms of choice.
Mini Lesson:
Mini Lesson:
Introduce er, ir and ur and give some examples of words for each one on the board.
Eg. her, over, first, thirst, nurse, purse.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students practise spelling a few er, ir and ur words on mini white boards and correct as a class (use the spelling list above for words).
You may wish to dictate these words to the students, but they will need guidance as to which ‘er, ur , ir’ they need to use.
Correct as a class.
Target Group:
Target Group:
Teachers may wish to work with a support group at this stage to support spelling sounds.
Teachers may wish to work with an extension group teaching how to find words in a dictionary.
Reflection:
Reflection:
Begin class brainstorms of er, ur, ir words.
Lesson 2 er, ur, ir
Lesson 2 er, ur, ir
Learning Intention: We are learning to spell er, ir and ur words.
Learning Intention: We are learning to spell er, ir and ur words.
Warm-Up/Hook:
Warm-Up/Hook:
Run through 10 focus phonograms of choice.
Mini Lesson:
Mini Lesson:
Recap er, ir and ur and ask students to give some examples and (with teacher guidance) spell these words on the board as a whole class (teacher to model using spelling tools).
Differentiated Independent Practise:
Differentiated Independent Practise:
Students work in pairs to brainstorm words that they hear the “er ir ur” sound in and write these words in their spelling books.
The conundrum can prompt the brainstorm.
How do we know which ‘er’ it is?
Working together, students use dictionaries to look up their brainstormed words and correct their spelling and confirm which 'er' sound.
Target Group:
Target Group:
Teachers may wish to work with a support group at this stage to support spelling sounds.
Teachers may wish to work with an extension group teaching how to find words in a dictionary.
Reflection:
Reflection:
Students share and add to class anchor chart.
Ur Ir Er Read Write Draw.pdfLesson 3 er, ur, ir
Lesson 3 er, ur, ir
Learning Intention:
Learning Intention:
We are learning to spell er, ir and ur words.
We are learning to spell er, ir and ur words.
Warm-Up/Hook
Warm-Up/Hook
Run through 10 focus phonograms of choice.
Recap er, ir and ur and ask students to give some examples and (with teacher guidance) spell these words on the board as a whole class (teacher to model using spelling tools).
Mini-Lesson:
Mini-Lesson:
Recap er, ir and ur and ask students to give some examples and (with teacher guidance) spell these words on the board as a whole class (teacher to model using spelling tools).
Model the read it, write it, draw it.
Year 2s complete the sheet but then write each word in a sentence in their spelling books.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students to complete the read it, write it, draw it sentence it sheet.
Target Group:
Target Group:
Teachers may wish to work with a support group at this stage to support spelling sounds.
Teachers may wish to work with an extension group teaching how to find words in a dictionary.
Reflection:
Reflection:
Play a game of er ir ur work phonogram flower as a whole class.
Ur Ir Er Bingo.pdfLesson 4 er, ur, ir
Lesson 4 er, ur, ir
Learning Intention:
Learning Intention:
We are learning to spell er, ir and ur words.
We are learning to spell er, ir and ur words.
Warm-Up/Hook
Warm-Up/Hook
Run through 10 focus phonograms of choice.
Recap er, ir and ur and ask students to give some examples and (with teacher guidance) spell these words on the board as a whole class (teacher to model using spelling tools).
Mini-Lesson:
Mini-Lesson:
Model how to play phonogram bingo which includes some ur, ir, er words.
Differentiated Independent Practise:
Differentiated Independent Practise:
Play class game of bingo.
Target Group:
Target Group:
Teachers may wish to work with a support group at this stage to support spelling sounds.
Teachers may wish to work with an extension group teaching how to find words in a dictionary.
Reflection:
Reflection:
Students share and add to class anchor chart.
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