Literacy+program

A reflection of the whole class reading/writing approaches can be seen on the Teacher engagement page.
 * Observation sheet**

Teacher: “What do you see?” Student: “Baker” Teacher: “How do you know” Student: “He is making things with doe” Teacher discussed with students who else was in the picture. Student thought they were sisters because they were both girls. Teacher asked how the people were dressed (the poem is old, the illustrations represents that). The people are customers. The teacher asked, “What are customers?” (Relating to children’s life world).
 * ** Time ** || ** Groupings ** || ** Resources ** || ** Teaching approaches/learning experiences ** ||
 * 9.00-9.20am || Whole || Nursery rhyme – Old Mother Hubbard || Analysing Picture:

Reading Poem: Shared reading, poem read #2 Third time listening for rhyming words. Teacher writes words – m__an__, c__an__ and asks, “Which part rhymes?”

Reading with actions: Reading without teacher and doing actions with teacher. Repetition is an important part of the learning process and it is done in varying ways. || Sitting on the floor together, students share and explain how they did their work. E.g. In the puzzle activity the child first found the picture, then the letter. When asked what the strategy was, the child explains by looking for the clues. The beginning or start of the letter. In Bingo, the strategy was to say the word, listen to the word and hear the “s” sound (looking, listening and thinking and sound associations /m/ and /s/) || Class ideas and words focus (spelling): The use of high frequency words (on, the) - how to spell them and what letters they start with. || Pencils Alphabet chart with pictures || Thinking about the present Completing the sentence and drawing a picture to match. Learning to write sentences (syntax) and spell words. Training for word formations (Now I can is to be traced before completing the sentence). ||
 * 9.20-9.55am || Small || Various activities:
 * Letter formations, matching letters
 * Drawing pictures to match a story
 * Picture bingo
 * Game (alphabet match)
 * Beads, numbers and colours sheet, string.
 * Computer
 * Puzzle (paper, glue, scissors)
 * Reading corner || These various games allow children to use visual, audio and tactile approaches. ||
 * 9.55-10.05am || Whole || Work samples from previous activities || The teacher asks children to remember what good listening meant:
 * Sitting quietly
 * Looking at the person who is speaking
 * Legs crossed
 * 10.05-10.15am || Whole || “When I was a baby” worksheet from previous lesson. || Finishing off the topic “Look at me now”. Having previously looked at the past (when I was a baby…) the next focus was the present (Now I can…).
 * Play
 * Swing
 * Soccer
 * Football
 * Trampoline (saying and stretching out the word)
 * 10.15am || Independent || Writing sheet “Now I can…”

Return to Assessment 1: Language and literacy in the early years