fronted adverbails powerpoint
This is a creative way to teach fronted adverbials to a year 4 class.
First it it important to hook the children in. In this case this can be done through setting the scene of a shipwreck. Show the children a picture of the shipwreck on the island and then play some sound clips e.g. sea waves, storm, island sounds etc to they can create a real-life picture in their head of what it would be like. Tell them to imagine they are a pirate and have just landed on the island. What can they see? hear? touch? what are they doing? is there anyone there with you? how are you feeling? Remind them to think about these while listening tot he sound clips.
Teach or go over prior learning. Focusing on specific fronted adverbials e.g. time and place. Show the children some examples of these adverbials and see if they can come up with any more themselves. Check they know what it is. Why is it called a fronted adverbial? what does it tell us?
Demonstrate to the children some examples of a sentences including a fronted adverbial. Link this to the pirate activity by giving the children each a piece of treasure (gold coin). Explain to them that to escape and be rescued from the island they must send a gold coin home. It must include a sentences about what it is like including a fronted adverbial. Each child can write their own on the coin before posting it into the treasure box.
To differentiate this task the LAPS can be given a selection of sentences broken up into two parts. They can match the fronted adverbial to the rest of the sentence before writing this on their gold coin. The MAPS can be given a list of fronted adverbials to support them however they have to continue the sentences themselves. The HAPS can also be given a list of fronted adverbials to support them but they can also think of their own. To extend the HAPS challenge them to expand their sentences with a conjunction e.g. and, but, so etc.
Behaviour management – try to link this to the theme of pirate too. Explain to the children at the beginning of the lesson that we will have a chant and every time you hear me say my part you must respond with yours and them stop, look and listen. The teacher will shout ‘PIRATES!’ and then the children will respond with ‘AHOY!’ and be ready to listen to instructions.
This is an example of a time travel band that was used during my final practice on a trip to Hope Central. This was a great organisation that works with schools and groups to teach children about all the different stories of the church throughout the year. This resource was used to travel back in time to the Easter story.
Each child had a band and were able to use them throughout the workshop. Each band had a circle which was used as the time travel button. It was all pressed at the same time and then we travelled to a different part of the story. All of the children loved the role play of pressing the button and travelling to a different part. It created a love for learning for the children and allows them to see it in a different way than just a story book.
Each part of the building was set up as a different section of the story. E.g. the last supper, fishing, the cave etc. This taught the children the story and demonstrated a high level of subject knowledge for all the children. The children were also able to answer questions using their prior knowledge of aspects taught in RE lessons before the trip.
The children were also given outfits to wear so they felt like they were really in the role play at the time of the story. All of the children wore the outfits and even the teachers were given something to wear. This encouraged the children to get involved because they could see their teachers were too.
During a staff meeting on profession practice 2 the idea of redrafing flaps was discussed. I believe this to be a great way for the children to edit their work. It is also a great way to show progress in children’s work as underneath the flap is the original work and on the redrafting flap is the new edited version. This allows for easy assessment as the teacher can see exactly what has been edited or improved. This would be particularly useful within Literacy lessons and would work for all year groups. Although KS1 wouldn’t have as much work to edit they teacher and pupils would still be able to see the improvements made.
Target: Try to incorporate the use of redrafting flaps into my teaching across all subject areas.
- The children worked well both independently and in their focus groups
- The hook was engaging, interactive and involved physical movement – getting them up and about
- Assessment was used to see whether the children could complete the task independently or if more input from the teacher was still needed.
- Was fun and enjoyable
The children worked in mixed ability groups to learn about the different continents where deadly animals came from as their topic was ‘The Deadly 60’. There was a different activity on each table and it worked in a carousel around the classroom. One table was working with me, another with the TA and another with the teacher and one was an independent activity. As the children moved around the activities they picked up new information. At the beginning of the lesson they had to write down on a mind map created for them everything they already knew about the continents and not to worry if they didn’t know anything because they would by the end of the lesson. At the end of the lesson they went back to these and added in everything new that they had learnt from thew activities. A fun lesson where all children were engaged!
- Voice – try to vary volume, tone of my voice and consider the speed of voice in different situations.
- ‘loss of learning time’ – low level disruption throughout the lesson. Avoid this to ensure all children are on task at all times.
From placements 1a and 1b child profiles were effective in getting to know more about the children and their abilities. These are specific examples from practice 1b, where three different ability children have been chosen and observed all in the same lesson. This allowed me to observe how the children work differently and if they were in the correct ability grouping for their ability.
The child profiles were filled out within the first two weeks of me arriving in the school and these were based on the children’s ability grouping as i was not yet familiar with the children and what they could and couldn’t do. The updates column was then updated in the final week of my placement identifying what i had noticed throughout the past 6 weeks. Not all of these changed ans this was evident in the profiles of the lower ability child and the higher ability child as all stayed the same at working towards and exceeding. The middle ability child however varied as i had noticed stages where she exceeded and also where she was still working towards. These varied depending on the subject and topics learnt.
Overall i was able to assess the child and if they had progressed, stayed at the same or fallen backwards. The child profile and observation records allowed me to specifically relate and link to TS2.
These were a great easy way for me to first see which children were in which groups and what were their individual capabilities within each subject. This meant that not one child was seen as at the same level in all subjects and it gave them those own individual identity for each subject. The colour coding was useful as i was able to use this through other planning and assessment strategies in order to identify specific children. The children could be freely moved between these groups during for example a maths lesson as one child may really understand multiplication and division but struggle more with fractions and so these were not set in stone it was used as an overall guideline for the subject as a whole. This was also a useful method of assessment as it meant a child could be seen to move groups as the colour could increase and this would show their development throughout the year.
Advantages to this method:
- able to establish a safe and stimulating environment for pupils, rooted in mutual respect
- become aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
These were a great way that i found useful when recording children’s progressions and outcomes of lessons. The table included every child’s name with three other columns, understood, not understood and next steps.With the names i was able to identify those specific children who need more assistance (highlighted in green).
The understood column was for me to identify which children had gained an understanding from the lesson and to what level they had, so for example skill, mastery or depth. This also allowed me to state specific strengths etc of those children.
The not understood column was for me to identify those children who needed more input to gain a fuller understanding on the topic. It allowed me to identify what areas they struggles with, making a note of these and also if they struggled from the beginning.
Following on from this was the next steps column, which allowed me as the teacher to note down what would happen next, so would an intervention be needed, or just a simple reminder for the child in the next lesson. I could also then state if the child now understood it from the next steps being taken.
This assessment strategy relates to specific standards which include:
- being able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- being accountable for pupils’ attainment, progress and outcomes
- to know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
Target: Continue to develop this way of recording assessment in future practices to form a solid and effective strategy that works for both me as the teacher and the class.