Chunking & Story Intro

Age Group

Year 3 (7-8 years)

Duration

45 minutes

Class Size

5 students

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Curriculum for Excellence Links

Literacy and English

• Reading: Recognising and using spelling patterns
  • Experiences and Outcomes (Es & Os):
    • LIT 1-21a: I enjoy exploring the sounds and spellings of words and can use what I learn to help me as I learn to read and spell.
    • LIT 2-21a: I can use my knowledge of letter patterns to build and spell familiar and unfamiliar words.
• Reading: Engagement with texts
  • LIT 1-10a: I can make predictions about events in texts supported by reasons for my thoughts.
• Listening and Talking
  • LIT 1-09a: I can share my thoughts and feelings about my experiences and texts, expressing my own views clearly.

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WALT (We Are Learning To)

• Chunk two-syllable words with ‘s’ spellings to improve spelling and reading accuracy.
• Analyse and discuss front cover illustrations to predict story content and build comprehension skills.

Success Criteria

• I can identify and break down two-syllable words containing the letter ‘s’.
• I can explain what the character on the cover looks like using descriptive vocabulary.
• I can hypothesise why the character is holding a wooden spoon with reasons.
• I participate actively during group discussions.

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Resources Needed

• Custom worksheet focusing on two-syllable words with ‘s’ (e.g., “sunset”, “sister”, “basket”)
• Copies of the front cover of The Woman Who Fooled the Fairies (large printed or projected)
• Whiteboard/flipchart and markers
• Dyslexia-friendly coloured overlays and font-sized worksheets (Calibri font size 14, cream background)
• Visual aids: pictures of wooden spoons and fairy-related images

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Lesson Outline

1. Starter (5 minutes)

• Greet and settle the class.
• Quick warm-up: Say and clap two-syllable words with S sounds (e.g., “sunset”, “present”).
• Use a whiteboard to write a few words showing and asking students to say syllables aloud.

2. Chunking Activity (15 minutes)

• Introduce the worksheet with two-syllable words containing ‘s’.
• Model “chunking” by breaking words into manageable parts aloud (e.g., “sis-ter”, “bas-ket”).
• Students work individually, using coloured pencils to highlight the ‘s’ spellings and underline syllables.
• This activity develops phonological and morphological awareness aligned to CfE literacy standards (LIT 1-21a, LIT 2-21a).

Differentiation:

• For students needing support: Provide word cards with syllable markers and visual hints. Use dyslexia-friendly font and overlays.
• For advanced learners: Challenge them to find additional two-syllable ‘s’ words themselves or write sentences using new words.

3. Introduction to Front Cover (15 minutes)

• Show The Woman Who Fooled the Fairies cover to the class (projected or large print).

• Ask open-ended questions:

  • “What do you notice about the woman in the picture?”
  • “Can you describe what she looks like?”
  • “Why do you think she is holding a wooden spoon?”

• Encourage students to use complete sentences and descriptive vocabulary (for example, ‘She looks wise,’ ‘She might be holding the spoon to protect herself or to cook something magical.’)

• Capture ideas on a whiteboard, helping students to extend their answers using prompts.

• Link discussion to making predictions and engaging with texts (CfE LIT 1-10a, LIT 1-09a).

Differentiation:

• Support learners by providing sentence starters on cards (“I think she is holding the wooden spoon because...”)
• Encourage EAL or less confident students to draw their ideas alongside their responses.

Dyslexia-friendly reading:

• Use coloured overlays on the projected image or printed sheet.
• Allow more processing time for verbal responses.

4. Plenary and Reflection (10 minutes)

• Recap chunking two-syllable words with ‘s’ using student examples from the worksheet.
• Ask students to verbally share one thing they noticed about the woman on the cover.
• Record one or two predictions about the story, linking back to their observations.
• Praise participation and use a ‘thumbs up/down’ for confidence self-assessment.

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Extension Activities

• Encourage advanced learners to write a short descriptive paragraph imagining the woman’s backstory or magical abilities.
• Create a word hunt challenge where they find other two-syllable ‘s’ words in a simple text or classroom environment.

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Assessment

• Observe accuracy and confidence during chunking activity and reading aloud.
• Evaluate ability to provide detailed descriptions about the front cover and justify their ideas during discussions.
• Use annotated worksheets and verbal responses as evidence of learning.

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Notes for Teacher

• This lesson aims to build both phonological skills and comprehension through visual literacy, a recommended CfE approach for literacy development.
• Encourage expressive language to scaffold speaking and listening competencies.
• Use a calm, supportive tone to engage all learners, particularly those with additional needs like dyslexia.

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This plan combines active decoding skills with imaginative storytelling to engage Year 3 learners in a rich literacy experience aligned to Curriculum for Excellence.