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Literacy Session Planning Grid Teacher/s: _____________ Week: 1 COMPONENT Previewing the Day (whole class) Agenda Learning behaviours Teacher reading of text (serial) Identify requirement/s for the Plenary Print Walk (whole class) Reading around the room for different purposes Consolidating previous learning Noticing patterns Making generalizations Emphasing SAE language patterns FOCUS AND CONSIDERATIONS What learning expectations will be emphasized? What text will you use for teacher reading? (See criteria for text selection) ASPECTS/ STRANDS What aspects of reading, writing speaking and listening will you focus on during the Print Walk? Letter/sound relationships Phonemic awareness Word recognition Conventions of print Meaning Whole text features Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy DAY 1 Focus: syllables (word level) making connections (text level) reminder of syllables and how they help us sounding out when reading and spelling Class Goal: staying on task and working together Song: Crash, Crash, Beep, Beep, Honk, Honk Focus on left to right direction -follow along -understanding Read around the room (big kid with little kid) Use wands for pointing Focus – fluency and word identification Accessing and becoming familiar with environmental print DAY 2 introduction of activities AIEO read ‘Big Truck and Little Truck’ Class Goal: complete all work Songs: Crash, Crash, Beep, Beep, Honk, Honk Focus on left to right direction -follow along -understanding Detectives Big Kids syllable detectives clipboard with 1, 2, 3, 4 syllables Little Kids word detectives magnifying glass to find 2, 3, 4, 5 letter words Focus: word recognition and taking turns DAY 3 Year Level/s 3-7 DAY 4 DAY 5 Focus: making connections (text level) correct use of tense (sentence level) Focus: making connections (text level) past tense words (word level) questioning – 3 types of questions (sentence level) Focus: adjectives (word level) Class Goal: use a 30cm voice when talking to each other in the classroom Songs: Crash, Crash, Beep, Beep, Honk, Honk Focus on left to right direction -follow along -understanding Class Goal: use a 30cm voice when talking to each other in the classroom Songs: Crash, Crash, Beep, Beep Honk, Honk Focus on left to right direction -follow along -understanding Class Goal: use a 30cm voice when talking to each other in the classroom Songs: Crash, Crash, Beep, Beep Honk, Honk Focus on left to right direction -follow along -understanding Teacher Reading ‘Who Ever You Are’ by Mem Fox Teacher Reading ‘The Berenstain Bears and The Big Road Race’ (read half) Whole Class list of past tense words from the text revising conventions of ’lists’ highlight examples of students work from previous day – revising tenses construct a shared list – teacher scribe list displayed in class are any of these words parts of speech? discuss difference Teacher Reading ‘The Berenstain Bears and The Big Road Race’ (finish text) Whole Class discuss what individual students think an ‘interesting word’ is . . . list some interesting words revise list conventions children make a list of interesting words from around the classroom Whole Class revise ‘or’ as in Orson and when you can hear the ‘or’ sound (ie. ‘aw’, ‘ore’, ‘oor’, ‘our’, ‘aur’, ‘ar’, ‘au’) revise conventions and model writing a list students given a piece of card to write list of ‘or’ words on (working in pairs) students to underline ‘or’ sounds in words children read their list to a partner during sharing session little kids to share 1’or’ word, big kids to share 2 words each that show the range of ‘or’ sound possibilities teacher to make a chart of lists for class display class chart Big Kids use range of ‘or’ sounds when making their list – refer to desk mat for ‘or’ sounds Focus: encourage vocabulary extension children to discuss in plenary and give reasons for their choice COMPONENT Shared Reading (whole class) Explicit teaching through modeled reading Modelling focuses on a specific aspect of reading. Independent learning task reinforces a specific aspect of reading at a word, sentence or whole text level. Guided Reading (small group) Reread known text Orientation to new text Students make predictions about the whole text from cover Set directing question (page focus). Students discuss. Student reads page Continue process of predicting, questioning and verifying with students reading in turn Pause throughout guided reading to discuss events, ideas, characters, word choices, connections, illustrations, etc. FOCUS AND CONSIDERATIONS What text will you use for modeled reading? What will be the focus for your teaching? How will the independent learning task reinforce the learning? What texts will be used (fiction or informational)? What texts will students reread? Which reading strategies will be taught and reinforced? What print conventions will you focus on? What contextual understandings? Will you focus on literal, inferential or critical interpretations of meaning? ASPECTS/ STRANDS Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy DAY 1 Focus: Making connections - text to self - text to text - text to world Convention of print Making predictions DAY 2 Focus: question marks exclamation marks questions and answers Little Kids: Recognize Question marks as the text is read. DAY 3 Focus: speech marks inverted commas tense of text read ‘Orson’ with students following text model expression and fluency teacher= story teller/narrator boys= Orson girls= Charlie and Harriet during reading children put up their hands when they hear any ‘or’ sounds eg Orson, all, called, door, sure etc Independent Activities Little Kids: og – dog – making a dog out of shapes tracing ‘og’ words from overhead projector onto easel using magnetic letters on projector children trace and blend to read independent reading in Reading Bus fine motor co-ordination Big Kids: Encarta – researching year cars were made and sequencing them using a ‘table of contents’ Guided Reading Making predictions conventions of print ie bold and large print literal and inferential questions Independent Activities Whole Class: independent reading from book boxes Little Kids: listening post making words from play dough Big Kids: reading hopscotch with dice sequence activity (picture, words and arrow cards) Guided Reading introduction of new book Little Kids: front load by discussing pictures, making predictions and connections from text to self Independent Activities list words you find hard/tricky/difficult in the text and explain why use the text ‘…Orson ‘ to find 2 x 1 syllable words 2 x 2 syllable words 2 x 3 syllable words Guided Reading Texts Little Kids: What’s Under You Hood Orson? discuss commas used to list words on page 1 tense – past/present identify words = past tense Big Kids: All the Questions You Ever Wanted to Ask Adam Goodes DAY 4 Focus: speech bubbles read ‘Orson’ with students following text encourage expression and fluency teacher= Orson boys= Charlie girls= Harriet children find what each car is saying in the text and copy it into relevant speech bubbles Whole Class in pairs children list the past tense words form the text Independent Activities Bobbit in a Bag p106 Deadly Ideas paper bags with items from ‘transport table’ or from day 1 intro of book model SAE questions children in pairs to ask questions in present tense about the items which can be answered using ‘yes’ or ‘no’ eg Does it have wheels?, Does it have 4 wheels?, Is it a car?, Is is a 4 wheel drive? each child to have a turn each within their pairs follow up in plenary DAY 5 Focus: adjectives read ‘Orson’ with students following text encourage expression and fluency 2 children = narrator 2 children = Orson boys= Charlie girls= Harriet revise what an adjective is identify adjectives in the text teacher scribe to make a list Independent Activity Little Kids: sequenceing activity uses scanned images of pages from ‘What’s Under your Hood Orson?’ Big Kids: Tense Marker Close p86 Deadly Ideas Word Sort – using words from ‘What’s Under Your Hood Orson?’ COMPONENT Writing (whole class) Explicit teaching through modeled writing Teacher focuses on specific aspect of writing determined by developmental level of students Students complete an individual writing task linked to the modeled writing Teacher may work with a small group on a specific aspect addressing their particular learning needs. Alternatively the teacher may move around class providing help to those who need it Plenary Session (whole class) Students decide on the aspect of their work to share (use ‘post it’ notes to remind them) Students seated in the sharing circle Each student shares one aspect of their learning. FOCUS AND CONSIDERATIONS What form of writing will you model? What assessment information will you use to determine the focus for your lesson? What will be the focus for your teaching? How will the independent writing activity reinforce the learning? How do you ensure that over time you are teaching all elements of the writing process. ASPECTS/ STRANDS Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy DAY 1 Big Kids Focus: correct use of full stops and capital letters Whole Groups punctuation of prepared teacher recount children to take turns putting full stops and capital letters in the correct place Small Group discuss weekend with a partner Individual writing recount Little Kids Focus: having a go to sound out unknown words Whole Groups modeled writing of a recount Small Group discuss weekend Individual writing recount What will be the focus for the plenary session? What aspects of learning will be reinforced? How does the organization of the plenary session support students in sharing their learning What feedback will the students receive? Use of Text Contextual understanding Conventions Processes and Strategies Language Literature Literacy little kids describe how they made their dogs big kids read their recounts DAY 2 Focus: syllables and vocabulary building Big Kids Whole Groups syllable poems to do with transport teacher example whole class brainstorm of words related to cars Little Kids ‘l k’ (how to remember) making ‘og’ books Whole Groups revise ‘og’ words on whiteboard writing words into sentences on whiteboard making ‘og’ books writing sentences about picture on each page focus on achievement of class goal reinforcement of sounding out in reading word ‘l k’ in writing big kids sharing of poems big kids and little kids sharing with each other DAY 3 DAY 4 Focus: ‘or’ sound and ‘au’, ‘aw’, ‘oor’ etc sounds conventions of writing a list Focus: it’s OK to have a go at spelling, during editing time correct spelling Whole Class revise conventions model writing a list of children’s names Small Groups children in pairs make a list of ‘or’ words from around the room Individual children read a word from their list to add to the class chart Whole Class reading of ‘or’ chart Whole Class speech bubbles model what could be said to each other using as many ‘or’ word as possible from the list think, pair, share children write dialogue into bubbles edit during sharing session children read a bubble and another child has to put it under the appropriate car individual reading of own list to a partner, then AIEO or teacher NB. Discuss tenses- which tense will dialogue be written in? reading list to the group sharing reading of class chart of ‘au’ sounds reflect on class goal - was it achieved? discuss speech bubbles - were they easy to writer? Why? Why not? DAY 5 Focus: making sentences Whole Class teacher models cutting out of words an subsequently how to arrange them on the floor, followed by using them to make a statement or question Individual children find a space to work making statements or questions in SAE children share a sentence/question they made children discuss whether they found it easy or hard to make sentences this way – giving a reason