Learning intention
- read and write some high-frequency words and other familiar words
Foundation English · AC9EFLY14
Read and write some high-frequency words and other familiar words
knowing how to read and write some high-frequency words recognised in shared texts and texts being read independently; for example, “and”, “my”, “is”, “the” and “go”
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Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLY14 - AC9EFLY14: Read and write some high-frequency words and other familiar words
Example 1
knowing how to read and write some high-frequency words recognised in shared texts and texts being read independently; for example, “and”, “my”, “is”, “the” and “go”
Example 2
knowing how to read and write some familiar words; for example, their name, the name of a character or the name of their school
Example 3
Know the word in context: the said my I can see the dog.
Example 4
Use the skill in reading, speaking or writing: Read and write a familiar word inside a sentence. the said my
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: knowing how to read and write some high-frequency words recognised in shared texts and texts being read independently; for example, “and”, “my”, “is”, “the” and “go”
- E2: knowing how to read and write some familiar words; for example, their name, the name of a character or the name of their school
- Know the word in context: the said my I can see the dog.
Elaboration expansion and examples 2
- Use the skill in reading, speaking or writing: Read and write a familiar word inside a sentence. the said my
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLY14 · high-frequency and familiar words
Learning focus: I can read and write some common words and words that are very familiar to me.
Model it: Worked example: learn a personally familiar word Worked-model method: look, say, cover, write and check every letter. 1. Choose the learner’s printed name from a small set of classroom name cards. 2. Say the name, trace its letters with a finger and notice the upper-case first letter. 3. Cover, write the name from memory, then uncover and compare every letter in order. Model answer: A familiar name becomes easier to read and write when the learner connects its meaning with its complete letter sequence.
Ask the learner: What is the main idea of high-frequency and familiar words?
Look for: The learner can I can read and write some common words and words that are very familiar to me in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of high-frequency and familiar words?
- Which example shows the skill?
Review hints
- Remember: Read and write common familiar words
- Use the routine: See word → Say word → Read in sentence → Write
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- read and write some high-frequency words and other familiar words
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