LESSON PLAN : SEE IT, DON'T SAY IT!

Learning Objectives

Students will be able to identify and read words with the silent letter
combinations wr and wh.

Introduction

(5 minutes)

 Tell students that today you will be talking about silent letters of the
consonant /w/.
 Explain that silent letters are letters that are spelled but are not
pronounced. These letters can come at the beginning, middle, and end of
words.
 Write the following sentence on the board: “Write carefully of the letter,
for if you write it wrong, it will be a wreck and I will knock you with a
wrench”
 Ask students to come to the board and circle words that contain silent
letters of the consonant.
 Support students to see that there are three silent letters in this sentence:
write, wrong, wreck, and wrench.

Explicit Instruction/Teacher Modelling

(10 minutes)

 Explain that there are silent letter rules that will help you recognize when
letters should be silent.
 Tell students that there are many silent letters and many rules, but today
we are focus on the consonant /w/
 Write this rule at the top of the board - the letter W is silent with comes
before the R at the beginning of a word (wr).
 Ask students to brainstorm a list of words following this silent letter rule.
Write the list of words under the rule.
Guided Practice/Interactive Modelling

(15 minutes)

 Distribute a piece of the A4 paper to each student.

 Tell students that you will say different words and sentences aloud and
they will write down what you say on their whiteboards and then hold
them up to show you.
 Say words, one at a time, that contain silent letters following the rule
stated above (e.g. wrap, wrong, written). Ask students to hold up their
paper after writing each word so that you can check to see that they are
writing each word with the correct silent letters.

Independent Working Time

(20 minutes)

 Show students the Silent Letter Search worksheet and have them
complete it independently.

Differentiation

Support:

 Use a note card to break up the story from the Silent Letter Search into
manageable sections.

Enrichment:

 Ask students to think of other examples of silent letters. Ask students to

write down examples of words with these silent letters and the rule that
they follow (e.g. the N is silent when it comes after M at the end of a
word as in column and solemn).
Assessment

(5 minutes)

 Using another piece of A4 paper, write a word with one of the silent
letter combinations that you have been focusing on today (e.g.,
wreckage).
 Ask students to read the word aloud as a class.
 Continue to write different words, but vary the ways in which your
students respond. For example, ask only the boys to respond or ask
students sitting in the middle row to respond.

Review and Closing

(5 minutes)

 Have students think-pair-share the Three Ws.

 Ask them to think about what (what they learned about today), so what
(why it is useful) , and now what? (how it fits into what they are learning
and where they are going with their learning).
 Ask students to share their ideas with their siblings and then call on
students to share their ideas with the class.

Materials

 A4 papers
 Whiteboard marker (for teacher)
 Pens (for students)