Vous êtes sur la page 1sur 4

Room 3, Term 3 2014.

Completed by: Lua Downes

Avondale Primary School
Description of Curriculum Delivery Grouping is in daily planning
I will use authentic situations for writing whenever possible, and will draw on students personal experience and prior knowledge. Each lesson will
begin with a shared writing session, where I will scribe on the board, using appropriate language for the level of the learners. I will model writing
strategies, and will focus on the learning intention. Students will work in groups according to need. Alphabet and word cards will be available on
their tables, and they have access to our class words (that they can pull off the wall) as well. At the conclusion of their writing, students will read
their work back to the teacher, and conference about their learning intention and writing goal. Every day 3 students will share their finished writing
with the class.
Teacher Reading
I read a high quality picture book to the children each day, this enriches their vocabulary and helps develop a love for reading.
Shared Reading
Shared reading is a time for the children to enjoy and participate in reading a book close to their reading level. During this time we consolidate
skills, and look at language features together. Shared books will follow the school planning format, with a new shared book each week.
Day 1: Teacher reads and students encouraged to use prediction skills.
Day 2: Re-read with the students to encourage fluency
Day 3: Examine grammar, punctuation, and high frequency words.
Day 4: Dramatize
Day 5: Activity
Sessions are approximately 10-15 minutes daily
Instructional Reading
Students are placed in groups according to need and ability.
When students come for their instructional session, they take out their previous book from their book bag (books only go home if student has book
bag at school) and re-read together. During this time teacher does an informal assessment of student achievement, and checks the condition of
the book taken home. The new book is introduced, the learning intention is discussed, and the new book read. Each group has a box which
contains their instructional texts and activities. Sight words are sent home, on a word fan, and as the children learn them they get a sticker to
indicate they know the word.
Running records are taken as necessary. I talk to families so that they know what is expected with reading at home, and why we need to learn
basic words.
Spelling and Grammar
I have activities that reinforce consonant names and sounds, vowel names and sounds, word families, rhyming words, word/letter differentiation
which are built into the reading and writing programme.
Oral Language: Listening and Speaking
New vocabulary will be introduced through reading and discussing books, shared writing and inquiry. I will allow students think time, and will give
them plenty of opportunities to share in pairs. Each day the students will be given the opportunity to share something about themselves, whether
it be something that happened in the playground at lunch time, or something exciting from home.
Visual Language: Viewing and Presenting
Students will regularly publish writing which will be displayed in the classroom, and other appropriate places in the school (Library/Computer room).
Children are encouraged to share their work with their families.
When students achieve a new skill in writing, a photocopy of their draft book will be taken and displayed on the wall.
Handwriting sheets will be completed 3 times a week which correspond to the letter sounds that we are learning that week.

Te Reo Maori
Te Reo Maori is used daily in the form of commands and praise. Maori songs are sung each day.
Maths Calendar maths
Days of the week and months
Weather vocabulary (rainy, cloudy, sunny, hot, cold etc)
Record special days, and prompt with questions like how many days until or how many days since
Teach students how to do tallies, how many days have we been in school?
Today is, yesterday was, tomorrow will be, before, after and in-between
Ordinal numbers what day of the week is January the 12
Can you say the names of the days backwards from Friday without looking?
Weather graph, temperature graph, birthday graph
Maths Numeracy
All students will have JAM assessment and will be grouped according to their results.
Each session begins with warm-ups then group instruction and concludes with a plenary time.
I use the Numeracy booklets as the basis for instructional groups. Students have 4 teaching sessions a week, followed by practice sessions. They
then have knowledge activities followed by maths games. Students will work from a maths activity tumble, and have a group box with activities
that they can choose from.
Maths Strand, Problem Solving
Focus on shapes (geometry) and length/size (measurement), along with associated terminology.
Other Curriculum Areas
Integrated Inquiry Science, Social Studies, Technology
Will follow the Year 1 plan which is modified from school wide process.
The Arts Music
We will have daily singing and listening in Room 3, and one weekly
session with Rooms 1, 2, 4 and 5. Music will happen once a week in the
music room.
Dance is explored during our daily singing, and exercises. I will
encourage different types of movement.
Drama will be a part of our shared book programme.
Ongoing, worked into our inquiry learning.
Health and Physical Education
Cracker Jacks Kids programme is used each week.
Weekly computer room session. Children will learn how to use the computer, basic commands, basic internet, and word processing.
Formative Assessment
Formative assessment will happen in an ongoing fashion, through teacher conferences and observations. In reading this will lead to a Running
Record being taken, in writing the group the student is in will be reviewed, and in maths it will lead to a quick JAM test/regrouping.
Summative Assessment
Summative assessment will happen as needed for school and Ministry purposes, and for reporting back to families. Information gathered will feed
back into the groupings and happenings in the classroom.