Spelling: Word Families ing Sound
Learning Area
English
Year
2
Topic/Lesson Title
Spellings: ing Sound (Word families)
PREPARATION
Rationale:
Students are expected to learn to recognise the ing sound in words.
AusVels Syllabus
English: Sound and Letter Knowledge
ACELA1474
Recognise most sound letter matches including silent letters, vowel/consonant digraphs and many less
common sound letter combinations
Elaborations
recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less
common sound letter matches, for example tion
Childrens prior knowledge/experience
Most students are able to read most of the commonly used 100 words, and they have
learnt similar other letter combinations.
The ing letter combination is new.
Objectives
By the end of this lesson students will be able to:
Recognise and read the letter combination ing.
Preparation /Resources
Copy the poem Imagination is the thing onto a USB.
Make copies of the worksheet.
Make 1 A3 copy of Worksheet.
Setup the computer in the classroom.
PROCEDURE
Introduction/Motivation
9:50 10:05 (15 mins)
Students settle in and sit on the floor
Explain to students:
o We will be learning to spell a new sound.
o I will be reading you a poem and this sound will be repeated over and over
again in this poem.
o I want you to listen carefully to the words I am reading and figure out what this
sound is.
Next, I read out the poem, emphasising the ing sound.
If students have still not guessed correctly give them a clue. Inform them that this
sound is at the end of some of the words being read. Then, read the poem again.
Try to make them guess how this sound is spelt.
Finding ing words
10:05 10:10 (5 mins)
Display the poem on the interactive board.
Students examine the poem carefully and find all the words with ing
I write these words down on the white board.
Modelling:
10:10 -10:15
Clip the A3 copy of the Worksheet onto the little white board.
First get students to read the different sounds on the trunk of the tree.
Model how this worksheet has to be completed. Complete 1 example
A couple of volunteers model another 2 examples and the other students correct
them.
Inform students:
That they should collect the sheets, sit at their tables and work independently.
And that they should use Whisper voices while working.
Also say, First write the date and your name on the worksheet
Independent work
10:15 10:30 (15 mins)
Students return to their seats and complete worksheets independently
While they work, I walk around questioning them to assess their understanding; and I
offer guidance where required.
Sharing
10:30 10:34 ( 4 mins)
Students past worksheets on their book and sit on the floor (with their books)
Sharing/Closing session
10:35 10:40 (6 mins)
Ask students, Who has got words that are not on the board?
A few students share some of the words they wrote with the rest of the class.
I add these words onto the words on the white board.
Next, they put away their books in the tubs, collect their snacks and return to their
seats.
Formative Assessment
Observe student participation during the first stage of this session and assess their
written work.
Extension and Modifications for Particular children
Students who are weak in reading will work with me on the floor while I offer
guidance.
The rest of the students will work independently
Those who complete the worksheet early can go onto writing more words which end
with ing.
Once they have completed their work they can colour in their worksheets.
Follow Up Lesson/s
A few more activities to revise the ing sound
Imagination is the thing.
Imagination is the thing,
That lets me be most anything!
A tiger in a circus ring,
The greatest ever living king!
A monkey that can swing and swing,
A rocker who can really sing!
A wooden puppet on a string,
A bee that looks for things to sting!
A butterfly with coloured wings,
A bear in spring awakening!
Imagination is the thing,
That lets me be most anything!
