Electronic File Four: Series of Lessons Template

Learning areas: Writing/Oral language Class/group/level: Year1/2 Date: 10th- 13th June 2019 Duration: 4 days

Achievement objectives: Attitudes/Values/Processes/Strands: English

(and level) Level 1
Processes and strategies
Students will:
Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
INDICATORS:
– has an awareness of the connections between oral, written, and visual language when creating text;
– creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence;
– seeks feedback and makes changes to texts;
– is becoming reflective about the production of own texts;
– begins to monitor, self-evaluate, and describe progress.

Purposes and audiences

Recognise how to shape texts for a purpose and an audience.
INDICATORS:
– constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form;
– expects the texts they create to be understood, responded to, and appreciated by others;
– is developing and conveying personal voice where appropriate

Ideas
Form and express ideas on a range of topics.
INDICATORS:
– forms and expresses simple ideas and information, usually drawing from personal experience and knowledge;
– begins to support ideas with some detail.

Language features
Use language features, showing some recognition of their effects.
INDICATORS:
– uses some oral, written, and visual language features to create meaning and effect;
– uses a range of high-frequency, topic-specific, and personal-content words to create meaning;
– spells some high-frequency words correctly and begins to use some common spelling patterns;
 – begins to use some strategies to self-correct and monitor spelling;
– writes most letters and number forms legibly when creating texts; – begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity
and tone; and simple symbols

Structure
Organise texts, using simple structures.
INDICATORS:
– uses knowledge of word and sentence order to communicate meaning in simple texts;
– begins to sequence ideas and information;
– uses simple sentences with some variation in beginnings;
– may attempt compound and complex sentences.

Preparation: Resources:
Picture cards

Key Competencies/Skills: thinking, participating and contributing.

Learning outcomes: Learning Experiences: Assessment procedures:
(How will the children learn? Are there multiple opportunities to learn? Are learners able to make connections, (How will you tell if the learning outcomes have
reflect on learning? Is there an opportunity for shared learning?) been
achieved?)
Day 1:
Ask children to talk to their buddy about their weekend (oral language) ▪ Success Criteria and/or learning goals
They then turn to the teacher and the teacher asks if anyone wants to share what they did for their weekend ▪ Types of assessment: peer, self,
Learning Intentions:
(What will children need to learn & After sharing, teacher hands out writing books and students draw a picture of their weekend in their book group, teacher
achieve? Shared with children). They then come back to the mat ▪ Reflection on learning
Teacher models how to write : date, who was there, where it happened and what they did- use word card to help write words out

Day 1:
I am learning to write about my weekend Day 2: PRE:
Teacher tells students that they are all going to pick up different pictures and write a story. Form letters correctly
(Who was there, where it was and what
they did) They first pick a picture and talk to their buddy about who is in the picture, where the picture is and what the characters are doing in Attempt to write the beginning sound
the picture (Oral language) Correct direction
Draw a picture
Teacher then tells the children to write who the characters are, where they are and what is happening Talk about picture
Day 2: Children take their picture and go and draw it in their books. Finger spaces between words
I am learning to write about a picture They then come back to the mat and teacher models the writing- explain my picture and use the word card. Sound out the words while Locate sounds on alphabet chart
(characters, setting, what is happening) writing
Teacher models this on the white board or on a poster with lines. Focus on capital letters and full stops. 1P:
Day 3 write beginning and end sounds correctly
I am learning to use words that I learnt Day 3: use correctly spelling patterns and rhyming
yesterday to write about dinosaurs Students are on the mat. words
Show students a picture of a dinosaur write simple sentences

Day 4 Ask them to brainstorm about words regarding a dinosaur and anything they remember from yesterdays video/story (Oral language) begin to use compound sentences
use capital letters and full stops
I am learning to write a story in the order Students then draw a picture of a dinosaur in their writing books
They then come back to the mat experiment with punctuation
of events that it happens
Teacher shows how to write- first the date, the teacher writes a sentence that she remembers on the board. plan writing with keywords
Students are then encouraged to write what they can remember. They then share with the rest of the class what they have written. begin to edit work
 Day 4:
Students talk to their buddys about what they remember from crumpet the cat (Oral language)
They then brainstorm about words they remember from the story
Students are then asked to draw a picture of crumpet the cat in their books
Students then come back to the mat and teacher asks students- Teacher asks students to recall the various events that happened in the
story- they discuss this with their buddy first.
Teacher then asks questions like- what was the name of the character. Write students responses down. Ask students what happened in
the story write responses down. Ask students to write their responses in their books. Tell the students to write it in order and to use
their word cards.
Model for the students- beginning, middle and end of the story.

After the activity students come back to the mat and read aloud what they have written.

Assessment of children’s learning:

(Where to next? What should be considered for future teaching and learning based on the assessment evidence?)
Day 1:
I worked with the whole class first modelled the writing for them

I worked with the 1st pre group(strawberries) for guided writing. 3 out of 5 students were present:
Teaching points included:
 ● form letters correctly
● attempt to write the beginning sound
● correct direction
● draw a picture
● talk about the picture
● finger spaces between words
● locate sounds on alphabet chart

- more work need to be done on finger spacing between words

Day 2:
Showed children my picture:
I then asked the students to tell me who is in the picture, what they were doing and where it is happening

This is what we wrote as a class together

I worked with 4 students operating at Pre level (2nd group):

Teaching points included:
● form letters correctly
● attempt to write the beginning sound
● correct direction
● draw a picture
 ● talk about the picture
● finger spaces between words
● locate sounds on alphabet chart

Child A:

Student A still needs work on letters before forming words. Was struggling with locating alphabets on the word chart, wasnt able to understand finger spaces between words. The child did
draw a picture and was able to talk about the picture.

Child B:
This child was able to spell words out and was able to use the word card. Finger spacing between words needs more work.

Child C:

This child was able to sound out words, was using finger spaces between words and was able to draw and talk about the picture
Child D:

This child did not want to use a picture card since she wanted to write about a picture in her mind. She was able to draw a picture and talk about her picture. Souding out words and using the
word card was a challenge as the child kept guessing alphabets and words and expected the teacher to spell out words. More work needs to be done with teaching her about finger spacing
between words as well.

Day 3:

Children first came up with a word list about dinosaurs:

My modelling of what i learnt about dinosaurs from yesterdays video:
 I worked with 4 students in the 1P group (apples);
Teaching points included:
write beginning and end sounds correctly
use correctly spelling patterns and rhyming words
write simple sentences
begin to use compound sentences
use capital letters and full stops
experiment with punctuation
plan writing with keywords
begin to edit work
Child A:

attempts to write beginning and ending sounds correctly

Writes simple sentences. Work needs to be done on compound sentences
uses capital letters at the beginning of sentences and full stops at the end.

Child B:
most words have beginning and ending sounds written correctly
Writes simple sentences. Work needs to be done on compound sentences
uses capital letters at the beginning of sentences and full stops at the end.

Child C:

attempting to write beginning and ending sounds correctly

Writes simple sentences
uses full stops- needs more practice with capital letters
Child D:

Use of full stops

writes begining and ending sounds of words
more work on capital letters and compound sentences.

Day 4:

Words the students came up with after discusiion from the book we have been reading throughout the week (Crumpet the Cat)
My modelling of the writing:
Beginning and middle:
 Here I asked students to sound out the letters they can hear in the words.

I then worked with the 1P group

Their learning intentions included:
write beginning and end sounds correctly
use correctly spelling patterns and rhyming words
write simple sentences
begin to use compound sentences
use capital letters and full stops
experiment with punctuation
plan writing with keywords
begin to edit work

Child A:
Child was able to sound out beginning and ending sounds of words (infact most words have the right spelling). Uses capital letters for the start of the sentence and names. was able to write a simple senttence.
With this child I would start moving onto mores sentences and introduce her to compound sentences and to experiment with punctuation.

Child B:
Child is able to use capital letters and fullstops in the right places. More work needs to be done with saying words out correctly. and work on writing alphabets correctly.

Child C:
Child understand where to use capital letters and full stops. Is able to write many simple sentences. Sounds words out (more work needs to be done). Start to work on compound sentences.

Evaluation of own Teaching and Planning:

(Including effectiveness of assessment procedures)
allowing children to brainstorm for words was an effective way for them to improve their vocabulary.
Teaching- modelling is very important. Need to give clearer instructions and show children exactly what is expected of them

By evaluating these students work I can see where students need more help. In the future, I can work on improving weaknesses of students.

Assessments- It is a good way to see where all the children stand with their writing. Even in the groups there is a lot of differences.