Embedded Files
ie or ei poster.pdfLongEIEEIMemoryGame-1.pdfLesson 1
Lesson 1
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Success Criteria: I can spell and read 'ei' and 'ie' words.
Success Criteria: I can spell and read 'ei' and 'ie' words.
Warm-Up/Hook:
Warm-Up/Hook:
Teacher to run through phonogram cards with the class.
Teacher to run through phonogram cards with the class.
Mini Lesson:
Mini Lesson:
Spelling bootcamp for ie vs ei. Teacher to go through ie words today e.g. believe, perceive, chief, priest.
Spelling bootcamp for ie vs ei. Teacher to go through ie words today e.g. believe, perceive, chief, priest.
Differentiated Independent Practise
Differentiated Independent Practise
IE or EI memory game
IE or EI memory game
Target Group:
Target Group:
Teacher/aide to work with group, playing game while also breaking down words using spelling tools and discussing which ie or ei it uses and why.
Teacher/aide to work with group, playing game while also breaking down words using spelling tools and discussing which ie or ei it uses and why.
Reflection:
Reflection:
Put one of the word pairs in a sentence.
ie or ei poster.pdfLesson 2
Lesson 2
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Success Criteria: I can spell and read 'ei' and 'ie' words.
Success Criteria: I can spell and read 'ei' and 'ie' words.
Warm-Up/Hook:
Warm-Up/Hook:
Teacher to run through phonogram cards with the class.
Teacher to run through phonogram cards with the class.
Mini Lesson:
Mini Lesson:
Spelling bootcamp for ie vs ei. Teacher to go through ei words today e.g. receive, receipt, ceiling, vein, beige.
Spelling bootcamp for ie vs ei. Teacher to go through ei words today e.g. receive, receipt, ceiling, vein, beige.
Differentiated Independent Practise:
Differentiated Independent Practise:
The teacher calls out a word.
The teacher calls out a word.
Students show the spelling pattern with their bodies:
Students show the spelling pattern with their bodies:
Stand up = the word has IE
Stand up = the word has IE
Sit down = the word has EI
Sit down = the word has EI
Crouch = it’s a rule-breaker
Crouch = it’s a rule-breaker
After each action, the teacher reveals the correct answer by writing the word under IE, EI, or Rule Breakers on the board. The class aims to get as many correct in a row as possible.
After each action, the teacher reveals the correct answer by writing the word under IE, EI, or Rule Breakers on the board. The class aims to get as many correct in a row as possible.
Target Group:
Target Group:
Teacher/aide to work with group
Teacher/aide to work with group
Reflection:
Reflection:
The teacher calls out a word, and students reflect on their understanding of ie/ei spelling patterns by showing the answer with their bodies:
Stand up = the word has IE
Sit down = the word has EI
Crouch = the word is a rule-breaker
ie or ei poster.pdfLesson 3 - SPELLING TEST
Lesson 3 - SPELLING TEST
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Learning Intention. We are learning to spell and read 'ei' and 'ie' words.
Success Criteria: I can spell 'ei' and 'ie' words in a spelling test.
Success Criteria: I can spell 'ei' and 'ie' words in a spelling test.
Warm-Up/Hook:
Warm-Up/Hook:
Teacher to run through phonogram cards with the class.
Teacher to run through phonogram cards with the class.
Mini Lesson:
Mini Lesson:
Teacher to instruct children to set up their books ready for spelling test.
Teacher to instruct children to set up their books ready for spelling test.
Differentiated Independent Practise:
Differentiated Independent Practise:
- field
- their
- pie
- vein
- ceiling
- cried
- height
- receive
- tried
- tie
ie or ei poster.pdfTerm 4 Week 8 s - es adding-s-and-es-to-make-plurals-warmup-powerpoint-english_ver_1.pptSpringSuffixesSnailCraftendingSandESactivityPluralsVerbTense-1.pdfLesson 4
Lesson 4
Learning Intention:
Learning Intention:
We are learning how to make plural words.
We are learning how to make plural words.
Success Criteria:
Success Criteria:
I can make plural words.
I can make plural words.
Warm-Up/Hook:
Warm-Up/Hook:
Teacher to run through phonogram cards with the class.
Teacher to run through phonogram cards with the class.
Mini Lesson:
Mini Lesson:
Introduce plurals and explain they can be spelt with an ‘s’ or ‘es’ depending on the ending of the word.
Introduce plurals and explain they can be spelt with an ‘s’ or ‘es’ depending on the ending of the word.
Go through adding -s and -es to make plurals warm up.
Go through adding -s and -es to make plurals warm up.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students to complete Spring suffixes task.
Students to complete Spring suffixes task.
Target Group:
Target Group:
Teacher/aide to work with group
Teacher/aide to work with group
Reflection:
Reflection:
Create a sentence using one of the words and their suffix.
Create a sentence using one of the words and their suffix.
ie or ei poster.pdfLesson 5
Lesson 5
Learning Intention:
Learning Intention:
We are learning how to make plural words.
We are learning how to make plural words.
Success Criteria:
Success Criteria:
I can make plural words.
I can make plural words.
Warm-Up/Hook:
Warm-Up/Hook:
Teacher to run through phonogram cards with the class.
Teacher to run through phonogram cards with the class.
Mini Lesson:
Mini Lesson:
Introduce plurals and explain they can be spelt with an ‘s’ or ‘es’ depending on the ending of the word.
Introduce plurals and explain they can be spelt with an ‘s’ or ‘es’ depending on the ending of the word.
Watch video as a class.
Watch video as a class.
Differentiated Independent Practise:
Differentiated Independent Practise:
SUFFIX SCOOT:
Classroom is split into 2 sides. One side is labelled “-S” and the other “-ES.”
Teacher calls out a singular noun, and students quickly “scoot” to the side that shows the correct plural suffix.
After each round, a few students explain why they chose that suffix (e.g., “It ends in sh, so it needs -es”).
Target Group:
Target Group:
Teacher/aide to work with group
Teacher/aide to work with group
Reflection:
Reflection:
Students sit in a circle.
You call out a plural word (e.g., boxes, cats, buses).
They show:
👍 = I know this one
🤔 = I’m not sure
👎 = I need help
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