Organisation
- Have a lost and found box.
- Make a spot for disobedient child to sit on the floor and insist thy sit there every time. close to the teacher to monitor
- Table group points. Make a big fuss and describe what it is that they are getting the points for. E.g. First to be settled and starting their work or putting in effort into their work.
- Spend time sharing work.
- Cafe (Daily 5)
- Word wall
- Knee to knee, eye to eye.
Useful Rules:
1. I can only hear 1 person at a time. How many people can I hear at a time? ONE
2. Hands and feet to yourself
3. Hand up without calling out (except discussion)
4. Don't interrupt reading groups
- TOILET - T symbol for toilet
- Make a notes box / lunch basket to put notes into unless it's to me.
- Table Points. Everyone one gets an icy pole at the end of week.
- Smarbles
Useful Resources/ ideas:
- Franken Words,
Jenga,
Make an Exercise program
magic story books
puzzlesEditing Passages (Teach starter),
Book and Pencil/Stationary containers on tables),
- WAGOLL/ WALT to refer to student example.
- Magnet letters
Melinda Observations
Monday Routine
1. Weather, Day, Date etc during crunch and Sip - 5mins
Mr. Thorne does phonics
2. Word of the Day using Whiteboards - Soundwaves (10min)
- How to spell word
- How many sounds in the word?
- Syllables
- Any Rhyming words?
3. Just Dance (whiteboards away)
4. Teacher Read of L3 weekly book (use whiteboards 6 quadrants to plan story) Quadrants need Who? What? Where? and When? Why?
5. Planning (drawing of events in order) in the 'Magic story books'
6. Circle Share of drawings. (Diff. Claps - Seal of approval, creative claps after sharing writing).
7. Discussion Circles (rules: 1. Wait until someone finishes, 2. Don't need to raise your hand, 3. Make a comment on what another person has said e.g. "I agree with... or "I think that..."), 4. Give a reason for your thought. 5. Wait until someone has finished
8. Reading Groups: 4 Tables: T1 - Soundwaves sheet for sound of week, T2 handwriting group (discuss poem/text) - go onto a puzzle, T3 Laptops,
(Phonics game/ IXL/ greek or latin root game) T4 - STEM/ ART paper/ Frankenwords/ Exercise Program (later in Term 1)/.
Reading group focus FoR: Super 6 strategies.
1P observations:
Discussion Circle
Introduce Learning intention: Drawing images - Planning with picture/words
Reading groups:
CAN Do's
1. Read to Self
2. Writing/planning story
3. Awesome writing prompts
4. Scrabble
5. See writing sentence activties, doesn't need to marked, self directed learning.
MUST Do's
1. Art
2. Comic
3. Comprehension booklet
4. Editing (teach starter)
5. Handwriting
Tuesday: L3 Writing.
Guided reading
- State the learning intention/goal. E.g. we will try to read fluently without breaks.
- Model this reading to students
- Don't interrupt the reading
- point with a pen as children read each word
- Tell them something they did really well
- Take notes and come back to an area for improvement.
- choral reading for lower groups read to a partner.
Strategies
- What does it look like?, What does it Sound like? Does it make sense?
- skip the word and go on with the rest of the sentence (like a close passage)
- Questioning
- Not to sound out. Look at the first word.
Writing
- Every session Model, write, self edit, peer edit, Share.
Word Work
- magnet whiteboards to change and make new words
- A word to learn at the back of their books.
- Have a lost and found box.
- Make a spot for disobedient child to sit on the floor and insist thy sit there every time. close to the teacher to monitor
- Table group points. Make a big fuss and describe what it is that they are getting the points for. E.g. First to be settled and starting their work or putting in effort into their work.
- Spend time sharing work.
- Cafe (Daily 5)
- Word wall
- Knee to knee, eye to eye.
Useful Rules:
1. I can only hear 1 person at a time. How many people can I hear at a time? ONE
2. Hands and feet to yourself
3. Hand up without calling out (except discussion)
4. Don't interrupt reading groups
- TOILET - T symbol for toilet
- Make a notes box / lunch basket to put notes into unless it's to me.
- Table Points. Everyone one gets an icy pole at the end of week.
- Smarbles
Useful Resources/ ideas:
- Franken Words,
Jenga,
Make an Exercise program
magic story books
puzzlesEditing Passages (Teach starter),
Book and Pencil/Stationary containers on tables),
- WAGOLL/ WALT to refer to student example.
- Magnet letters
Melinda Observations
Monday Routine
1. Weather, Day, Date etc during crunch and Sip - 5mins
Mr. Thorne does phonics
2. Word of the Day using Whiteboards - Soundwaves (10min)
- How to spell word
- How many sounds in the word?
- Syllables
- Any Rhyming words?
3. Just Dance (whiteboards away)
4. Teacher Read of L3 weekly book (use whiteboards 6 quadrants to plan story) Quadrants need Who? What? Where? and When? Why?
5. Planning (drawing of events in order) in the 'Magic story books'
6. Circle Share of drawings. (Diff. Claps - Seal of approval, creative claps after sharing writing).
7. Discussion Circles (rules: 1. Wait until someone finishes, 2. Don't need to raise your hand, 3. Make a comment on what another person has said e.g. "I agree with... or "I think that..."), 4. Give a reason for your thought. 5. Wait until someone has finished
8. Reading Groups: 4 Tables: T1 - Soundwaves sheet for sound of week, T2 handwriting group (discuss poem/text) - go onto a puzzle, T3 Laptops,
(Phonics game/ IXL/ greek or latin root game) T4 - STEM/ ART paper/ Frankenwords/ Exercise Program (later in Term 1)/.
Reading group focus FoR: Super 6 strategies.
1P observations:
Discussion Circle
Introduce Learning intention: Drawing images - Planning with picture/words
Reading groups:
CAN Do's
1. Read to Self
2. Writing/planning story
3. Awesome writing prompts
4. Scrabble
5. See writing sentence activties, doesn't need to marked, self directed learning.
MUST Do's
1. Art
2. Comic
3. Comprehension booklet
4. Editing (teach starter)
5. Handwriting
Tuesday: L3 Writing.
Guided reading
- State the learning intention/goal. E.g. we will try to read fluently without breaks.
- Model this reading to students
- Don't interrupt the reading
- point with a pen as children read each word
- Tell them something they did really well
- Take notes and come back to an area for improvement.
- choral reading for lower groups read to a partner.
Strategies
- What does it look like?, What does it Sound like? Does it make sense?
- skip the word and go on with the rest of the sentence (like a close passage)
- Questioning
- Not to sound out. Look at the first word.
Writing
- Every session Model, write, self edit, peer edit, Share.
Word Work
- magnet whiteboards to change and make new words
- A word to learn at the back of their books.