Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING Part 1 Duration 10 minutes Lesson READING

FLUENCY Objective: To check / monitor students progress in reading 1. Teacher recaps previous lesson taught and get student response. 2. Ask each student to read the book aloud. 3. Teacher checks reading of each student. While student reads: 1. Teacher corrects any mistakes made. 2. Students write down words not read correctly in their notebook /worksheet. 3. While teacher is assessing a particular student, the rest will read on their own while waiting for their turn. Materials Reading Material: Own PM+ Level books for each group (depends on proficiency level of each student group) 1 set for teacher, 1 for pupil Student Worksheet Lesson 6

10 minutes

WORD STUDY Objective: Students will learn the CVC + -ing rule and learn to apply through reading and writing. 1. Write some CVC on board / flip chart / small magnetic boards. 2. Explain to class / group on the CVC + ing rule. (refer to Teacher notes) 3. Invite students to suggest some CVC words and add the -ing at the end. 4. Correct any student mistakes as lesson progresses. 5. Write 5 new CVC words on the board / magnetic boards / flip chart. Make students read the words together. 6. Ask students to copy the words into their notebook / worksheet. 7. Instruct students to add ing to the CVC words. 8. Getstudent response and correct Whiteboard / Flip chart (to explain as a large group) / Small magnetic boards (to explain in small groups) Teacher Resource: Lesson 6 Student Worksheet: Lesson 6

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING student mistakes as they share their answers. 9. End this part of the lesson by recapping the rule taught and check student understanding.

20 minutes

INSTRUCTIONAL READING Objective: Students will learn the importance of having a proper setting to a story. Before reading: 1. Pass the books to students. 2. Engage student interest by asking them to guess what the story is about by looking at the title and its cover picture. 3. Discuss student answers. Reading: 1. Make students read books in their own groups. 2. Ask students on the setting of the story. (where is the story set at?) 3. Change the setting of the story and ask students if the story can still be the same. 4. Do some changes to the story with the changed setting and get student response on the changes. After reading: 1. Get students to come up with another setting for the story. 2. With the changed setting, ask students if their story will still be the same. (characters, problem, sequence of events, solution etc) 3. Ask students to change some parts of the story with the new setting. 4. Check student work and comment on the good / to be improved parts of their work. 5. Reward student work. 6. Reinforce importance of proper setting

Reading Material: Own PM+ Level books for each group (depends on proficiency level of each student group) HA: The Ant and the Grasshopper (Level 21) MA: The Blow-Away Kite (Level 15) LA: The Fire on Toytown Hill (Level 9) Teacher Resource: Lesson 6 Student Worksheet : Lesson 6

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Lesson Plan STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING in a story.

10 minutes

WRITING (REVIEW OF WORDS LEARNT) Objective: Students will improve writing fluency 1. Review the CVC + -ing words learnt in the lesson and encourage students to write as many words as they can remember from the words they have seen or read. 2. Ask each student to read the words they have written and share to the class. 3. Monitor and help students with their spelling and pronunciation. Student WorksheetLesson 6

30 minutes

BOARD GAMES Objective: Students will reinforce their understanding in topics taught by engaging in educational games. 1. Teacher hands out games appropriate to each level. 2. Teacher monitor students progress and understanding in games. 3. Teacher wraps up lesson by highlighting what students have learnt. (importance of setting in a story.) Board Games Word Racer, Chunks, Cluster, 45 Sight Words

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas / Texas Education Agency, 2002)

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Teachers Resource STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING WORDS

Part 2: Word Study

bat hit lob set lap rob tan hop lug hug

+ + + + + + + + + +

ing ing ing ing ing ing ing ing ing ing

= batting = hitting = lobbing = setting = lapping = robbing = tanning = hopping = lugging = hugging

Part 3: Setting Study Refer to Lesson Plan and Student Worksheet 6

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Student Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING WORDS Name: _________________________________________________________ Date: _____________________

Part 1: Reading Fluency Write down the words you had difficulty pronouncing in the box below. Book title: _______________________________________________

Part 2: Word Study Write the new CVC + -ing words as taught by your teacher in the box below.

Part 3: Instructional Reading (Title of book: _____________________________________________ ) What is the setting found in your book? Where is your story set at? For e.g. in a forest. _____________________________________________________________________________________________________ Your turn: Change the setting of your story to another place. (from a forest to a school for example) With a new place, will your story / some parts of the story change? What about the characters in your story? Write down a summary of the new story with the new place in the box provided. Page 1 of 3

Student Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING WORDS Book You Read Setting New Story (your own)

Any new characters? Characters

Problem

Solution (how the problem is solved)

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Student Worksheet STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME NURTUREPLUS LESSON 6: CVC + -ING WORDS Vocabulary What are the new words you have learnt today?

Part 4: Writing Write as many CVC + -ing words (from your reading) as you can in the box below in the shortest time possible.

Check Time: How do you feel after todays lesson? (Tick the box)

Why do you feel so? ----------------------------------------------------------------------------------------------------------------What have you learnt today? ----------------------------------------------------------------------------------------------------------------Page 3 of 3