literacy lesson TS5
This is a lesson observation from a literacy lesson, which highlights the use of resources for differentiation. This is mainly relevant to the input during lessons. During my final placement I struggled to always produce resources for the SLAPS to access during the input which was identified on this observation. Throughout the placement i worked on this and improved it as an aspect of my lessons and teaching.
Target: Ensure appropriate resources for children during input as well as during the lesson.
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.
At the beginning of each maths topic whether it be the focus for 1 or 2 weeks the children completed a pre-learning task. This was done on a Monday morning after their KIRF tests.
The teacher was not allowed to help the children because it was used to assess what the children already know based around a topic for example time, measurement etc. The teacher would look at this at to tailor the weeks work around the needs of their class. This would ensure that every child was going to be challenged and stretched to their highest ability. It also enabled the teacher to highlight any children that struggled and might need to work in focus groups throughout the week or use extra resources to help create a concrete understanding of the concept.
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.
This is an example of a working display that was used in a literacy lesson during my final practice. Throughout the week we had been writing letters based around the book ‘Spider Sandwiches’. The children had to write a letter pretending they were a spider on the wall in Max’s house (monster in the book). To make it interesting for the children i set up some example post boxes on the wall and once the children had written them up neatly they were able to go and post them in which ever letter box they wanted. This created a level of fun and love for literacy for the children as they could see the end product. The children loved posting the letters into the letter boxes and all achieved as high level of work.
This is a good example of how working walls can be used during lesson time not just to assist the children in their learning but to also demonstrate their progression and outcome for the lesson.
Target: Develop the use of working walls within lesson time.
This is an example of a topic display from my final placement. It shows examples of children’s work so they can show their work off to other people and when members of the community come in they are able to see the work the children have been doing. It also includes pictures of the children being in involved in different activities such as bread tasting. This is again to show both the school community and outside the school community what the children have been up to in their topic lessons. The children are able to look back at this display and know exactly what they have completed so far. They can also feel a sense of pride for their work and pictures spotting themselves in them.
It is a working wall that will continue to be added to or changed depending on the children’s activity and work. It will tell a story of their topic lessons for the half term showing where they began and where they are now. It will show progression and development of their work.
Target: Ensure working walls display both children’s work and pictures.
This is example of a science display from professional practice 2. It shows off the children’s work through pictures and their work from the investigation. The science investigation was based on making a kite out of material and seeing what happened when they flew it.
The children worked in their science groups to produce a kite each. They all varied slightly from small tails to big heads etc. The children then had to observe how their kite flew by testing it outside on a windy day and then write what they saw on a speech bubble.
Around the display is discovery questions which link to science and include different super heroes to encourage the children to achieve in science. The children can decide which super hero they have been during the lesson.
These are examples of maths displays I have produced during professional practice 2. The children use this as a working wall during lessons and to just look at during the day. Alike the literacy board it changes each week/month depending on the different focuses for the time. Several weeks worth of work are displayed on this board so the children can look back and remember what they did a few weeks ago. This display also includes lots of children’s work for the different areas of study. It includes pictures of the children carrying out tasks, work they have produced and different vocabulary and pictures to aid their learning.
Target: Use examples of children’s work and pictures of them working to make the working wall ‘worker friendly’.
Displays from professional practice 2. There are examples of literacy displays I have made. They both show examples of children’s work which is an essential part of a working wall. They include posters for the children to look at if they need help with particular grammar aspects including adding ‘s’ or ‘es’, which family the different letters belong to and the kingfisher words that the children find difficult to spell.
Working walls are great for the children to use during the lesson and so it is vital that the teacher updates them regularly with information or work based on the focus for the week/month etc. It is an eye catching display as it is colourful and contains lots of information and pictures that the children want to look at.
Target: Continue to develop the use of working walls within the classroom.
- 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