Year 2 Spelling lesson plan Long (o) as old, -ost and -olll

DAY We Are Learning INDEPENDENT PLENARY

MODEL / INTRODUCTION
To (WALT): WORK (5 mins)
(10 mins)
(20 mins)

To use the Show children PowerPoint slide with a range of images representing words Children to Dictate the
letter o to containing the letters old, ost or oll complete a following
represent the Say the word that each image represents, while pointing at the relevant image Look, Say, sentences for the
long (o) Ask the children to think, pair, share what sound they can hear in all of the words Cover, Write, children to write:
sound in -old, Show children the next PowerPoint slide, which has the images and the word each Check
-ost and -oll image represents under it worksheet 1) Most children
Ask children to think, pair, share what letters / pattern they can see in all of the with 9 words dont like cold
words containing toast!
Show children the next PowerPoint slide, which has the images and the word each todays
image represents under it and the grapheme for the lesson highlighted in blue grapheme 2) Gold is
Ask the children to see if they spotted the correct letters / pattern expensive
Revise the long and the short sounds that the letter o can represent Ext children because it is rare.
Which sound is in all of the words: long or short (o)? Explain that we to make up
always use the letter o on its own to represent the long (o) sound in (ld) and write 3) Why do old
sometimes use the letter o on its own to represent the long (o) sound in (l). sentences of people love post
Ask children to think, pair, share some words that use a different spelling to their own, so much?
represent (l) e.g. pole, stole, role, hole, goal, foal etc with each
rarely use the letter o on its own to represent the long (o) sound in (st) sentence After each
only in most and post. Normally we use oast e.g. roast, boast, toast etc containing a sentence, show it
Model for the children how to form the letters old, ost and oll correctly word from to children on the
Revise how we use letter names, not sounds, when we learn to spell, because for todays IWB and ask
many sounds there are several ways to represent them in writing lesson them to check
Model for the children how to write each word, emphasising: their work for:
that we say the word, then the letters as we write e.g. gold, G O L D capital letter
how to form the letters correctly, including which handwriting family each finger spaces
letter belongs to punctuation
Model for children how to complete todays Look, Say, Cover, Write, Check spelling
worksheet

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