Teachers bookshop in Oldham
Readers for grammar, Maddie Lindley at Salford, if they have one in class. Times test.
Level 5 in reading before allowed to do the level six.
Shorter and longer writing tasks all work in topic and literacy.
Question (stem) starters, give an example (model) then make them do it.
Chn to create language for working wall at beginning of topic
Nick Sharrat You chose. you imagine
How to live for ever by Colin Thompson, Castles as well.
Kevin Crossly Holland – short book of short stories
Actions to remember genre types.
Story giant – Brian Patten
Give chn characters and ask them to order them. Most scared, bravest, most powerful etc.
Class book, blogged. Extreme reading. More talk about reading, why do you like this etc. Change the reading area.
Add stems to writing displays.
Startthestory.co.uk look at website
30% of writing for grammar and writing.
SAT teach navigating the page. Without reading the paper.
Purpose use the word ‘to’ This text is ‘to’ persuade, ‘to’ inform
Hide the mark number ask chn to guess
Give chn AF cards can they identify the type of question.
Question the text, five question that the chn can ask a partner
Rising stars, Y4 aiming at level 4
Theme, structure , language: speed reading
Draw, label with direct quotes from the text
Note taking and summarising
Colour when reading a text. What colour is the author making you think?
Colour Pantone colours.
Maths graphs/ Venn diagrams and caroll diagrams to organise texts.
Flip paper with board
Forum theatre explain how to do things
Speech bubbles, thought bubbles, red heart. Say, think, feel
Physicalise description first then model the description orally. Then sentence stems and then chn to write.
A Horowitz – Granny.
Organisation diagrams for text types
Purpose and audience use the why. Why is the title at the top.
Keep plot simple, work on plots.
Invisible Fiends Mr Mumbles – Barry Hutchison
Nursery Crimes website
Achieve level – Rising stars.
Talk4writing.com Pie Corbet website
The small book of big word
Black dog Levi Pinfold
Teach then application.
Wanted Have you seen this Alligator?
‘What’s wrong?’ Activities.
Chris van Oxburg
Opening topic sentence to add to displays
Primary literacy – website
Reason for writing then chn to write txt message, newspaper, radio report etc.
Assessment keys in the LO
Check on progress during lesson
How do you cover the range of LO in a class.
Recall for retention, recap in topic/theme work
Get them doing the writing that they find difficult
Comprehension skills to start lesson theme/ topic work
Clear focused LO
Focused on learning as apossed to outcome.
School wide definition of clear learning objective
Recap LO for staff meeting
Essential knowledge, essential skills, essential understanding
How to showing assessment to explain lesson and LO?
Individual/ group LO linked to skills based curriculum
Action plan Decide on the curriculum key skills
LO: Ask yourself, would you write it on a child’s report
Add context to our SC label?
Is the LO repeatable. If it is it is probably essential
To know with absolute clarity what it is we are learning
Key objectives then narrowed down to specific eg LO to calculate accurately using written methods of subtraction; LO to recognise the structure of a text: identify opening paragraph.
LO targeted to levels
LO: To know and use numbers
- L3 know times table
- L4 division facts
- L2 know 2,5,10 table
Key skills and national curriculum
Side Note: display on Y4 walls including language up to level 5, do the same to promote further learning. Think about maths.
Will then lead to accelerated process.
Look at the planning why are we doing it. Does it show what the chn are doing or what the pupils are doing
Is this planning showing what chn will be doing to show progress, planning for delivery or accomplishment. Build something in so that chn will show me progress in planning.
Start lesson with the opportunity for assessment. Will help show progress.
Look at chn coming into classroom and working independently, what do we have to do to make this happen?
- Explain to chn the change
- Model it
- Embed it
Good principles not necessary good practice
20:80 but not every lesson. Over the week, over the term etc.
Progress will be shown by the stuff they produce.
Subject progress over the lesson
Subject progress over the term
Basic skills. Attitudes
Thinking questions based on curriculum areas
History questions, Geographical questions, etc
Key indicators levelling other work including maths and literacy
AfL questions for middle of the lessons/ small groups. These things need time to work chn have to active
- Flagging – thumbs up etc, rag flags to ask for help
- Pupil questions -
- Number check – 1 tell 2 what your doing, 3 tell 4 how to solve this
- Show me – where, how, etc.
- Pounce and bounce – what are you doing partner why
- Curved ball – difficult questions, like the perimeter question
- Statements – ask questions with no right or wrong answer
- Timed challenges – during work, in the next five minutes I want.
- Go for three – especially for boys, ask them for three
- Checklists – what have you done what do you need to do next
- Learning buddies – with someone else in the room. It on their table.
Progress over time depends on progress now.
Highlight strengths, move to two stars and a wish linked to SC. with verbal feedback ask chn why it is good to do the things that they do well.
Linked to something that they are going to do
- Next time
- Next few months
Most marking s