School of Education 2011 Professional Experience Handbook
Australian Catholic University 1 2011
Day Book Planning Format
Date: 24/6/13 Grade: 4B School:
Time KLA and Syllabus Outcomes Indicators of Learning and Assessment Strategies Teaching and Learning Experiences Differentiating for Individual Needs e.g. Special Needs, ESL, Gifted & Talented, Different Learning Styles Resources/ Organisation 9:00- 9:40 Maths NS2.2 Uses mental and written strategies for addition and subtraction involving two-, three- and four- digit numbers
(I) adding and subtracting two or more numbers, with and without trading, using concrete materials and recording their method (I) select and use mental, written or calculator methods to solve addition and subtraction problems (A)Informal- T observes and listens to Ss during the lesson to ensure Ss understand the concept of trading and can apply it successfully. (A)Formal- T collects and marks Ss worksheets
Counting on and Counting Backwards - T hands out worksheets and booklets - T explains the subtraction strategy of counting forwards and counting backwards to the Ss. http://www.ictgames.com/targettakeaway.html
Trading - T uses multi attribute blocks to represent the concept of trading(for 2 & 3 digit algorithms) - T asks Ss in the classroom to represent the numbers in the algorithms by holding the MAB blocks. T works together with Ss to answer the question together E.g. 62-34 & 42-13 - T reviews the concept of place value while explaining the concept of trading to ensure Ss understand the value of the numbers in each column. - T places a few 2 digit and 3 digit algorithms on the board and asks Ss to come up and answer the questions (whole class modeling strategy). 74-26 793-314 51-45 982-736 65-39 894-17()=()19 - T explains that the Ss have a number of tasks to complete. T places the list of these tasks on the board and explains them.
Main- all the students have been split into two number groups. Group A and Group B. Group A is the higher order Ss and Group B is the lower order Ss. All the students will be required to complete subtraction activities that require them to count forwards and backwards.
Modified- Visual aids (concrete materials/ IWB)- All learning activities/ strategies have been modeled with Ss help. Concrete materials- will be given to students who have difficulty with numbers. (Keira-Lea, Jack, Emma, Owen). Extension activities that are appropriate to group B Number charts Counters Pencils Worksheet Booklets
School of Education 2011 Professional Experience Handbook
Australian Catholic University 2 2011 Group A- Unit 21 & Unit 22 Group B- Unit 8 & Unit 2 - T explains the extension activities to the students. Group A- - Devise 6 written problems for three digit algorithms of your choice. Give these to the person sitting next to you to answer. - T asks Ss to play the dice game which requires Ss to create 3 digit subtraction algorithms. (individually or partner work) - T may ask a few Ss to try 4 digit algorithms. Group B- - T asks Ss to play the dice game which requires Ss to create 2 digit subtraction algorithms. (individually or partner work) - T may ask a few Ss to try 3 digit algorithms. Reflection/Marking - T collects the worksheets and asks Ss reflection questions to revise trading and the key concepts in the lesson have been Scaffolds- Learning/worksheets begin with 1 digit subtraction and develop into 2 algorithms.
Challenge Group A is expected to complete 3 digit algorithms. Extension activities have been organised to challenge the Ss to place subtraction into real life contexts. The extension activities are devised to allow for partner work and peer tutoring. 9:40- 9:55 SPELLING WS2.11 Uses knowledge of lettersound correspondenc es, common letter patterns and a range of strategies to spell familiar and unfamiliar words. (I)uses known letter patterns when attempting to spell unknown words (I) writes words containing less common digraphs and letter combinations (I) discusses strategies used for spelling difficult words (A) INFORMAL- Listen to Ss answers in the discussion process (A) FORMAL- collect and mark Ss spelling books. - T places spelling words on the board - T goes through spelling lists asking each group Ss to repeat after her the words. -T asks Ss to identify the key sounds/blends/prefix/suffix etc -T asks Ss to list all the other ways that the sounds can be made. - T underlines the sounds on the board. - T asks Ss to write the words on the board in their book and asks them to underline the key terms.
MAIN/MODIFIED/ CHALLENGE This activity has been adapted as there are three spelling groups that cater to the range of literacy needs in the classroom. Each spelling group has a sound focus appropriate to their literacy stage and development.
-spelling books -pencils -pens -IWB School of Education 2011 Professional Experience Handbook
Australian Catholic University 3 2011 9:55- 10:55 ENGLISH RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. -(I) identifies elements such as main characters, setting and events in a variety of literary texts -(I)follows written procedures -(I) retell and discuss interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts -(A)T observes Ss as they complete their reading contract and listens to the groups read. -(A)T collects and marks Ss reading contract ensuring that children have attempted to justify - their interpretation READING GROUPS (TEAM SUESS) Students are to read for 30mins each day and then complete the reading contract. The activities must total 10 points and students cannot do the same activity twice. They are to glue their sheet in their guided reading book where they will complete their activities.
1)ROALD DAHL30+ (STUDENT FOCUSED)- Fantastic Creatures 2)PAUL JENNINGS 29-30 (STUDENT FOCUSED)- The Chocolate Touch 3)GRAEME BASE 25-28 (STUDENT FOCUSED) The Chase - Students independently read novel independently complete activities based on the novel study.
4) EMILY RHODA 15-20 (Teacher Directed and supervised) Students read novel Hamster Rampage/ My teacher- in a small group with teacher. With teacher direction and supervision students independently complete Reading Contract activities based on the novel study. MAIN- are placed in groups according to their reading levels and reading needs.
GIFTED AND TALENTED- Blooms Taxonomy is implemented in the reading contract to allow for the use and development of high order thinking skills through analysis and evaluation.
MODIFY- For the students who would find the tasks challenging (Emily Rhoda) they will be provided with a teacher directed and supervised activity. -Guided reading books -Pencils -Novels -Books RECESS 10:55-11:15 ASSEMBLY 11:15-11:30 12:30- 12:15 SPELLING WS2.11 Uses knowledge of lettersound correspondenc es, common (I)uses known letter patterns when attempting to spell unknown words (I) writes words containing less common digraphs and - T places spelling words on the board and asks Ss to identify the key sounds/blends/prefixs/suffixs. - T draws 3 tables on the board. - The first table is for Uluru who will be asked to list words that make the sounds (long O) OWS, OSE and OES. MAIN/MODIFIED/ CHALLENGE This activity has been adapted as there are three spelling groups that cater to the range of literacy needs in the classroom. Each spelling -spelling books -pencils -coloured pencil School of Education 2011 Professional Experience Handbook
Australian Catholic University 4 2011 letter patterns and a range of strategies to spell familiar and unfamiliar words. letter combinations (I) discusses strategies used for spelling difficult words (A) INFORMAL- Listen to Ss answers in the discussion process (A) FORMAL- collect and mark Ss spelling books. - The second table is for the Great Barrier Reef group and they will be asked to add prefixes and suffixes to their spelling words and list long O sounds created by the bossy e. - The third table is for the Blue Mountains Group and they will be adding prefixes and suffixes to their spelling words as well as listing words with OO and EE. group has a sound focus appropriate to their literacy stage and development.
12:15- 1PM ENGLISH TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. (I)participates in class discussions on a variety of topics (I)talks briefly to class after a group discussion on a current topic (I)seeks an explanation or more information from the speaker on their topic (I)justifies a point of view with supporting evidence (I)discusses and reflects upon a variety of responses and views (I)challenges a point of view with supporting evidence. (A) INFORMAL- Teacher observes and questions students while working and listens to Ss contributions in the discussion process. (A) FORMAL- Teacher collects and marks students discussions/scripts. WRITING-DISCUSSIONS - What is discussion? - What is the structure of a discussion? - What are the two types of discussions? - What are the key ideas from our discussion last week? Small group dialogue- - T will allow students to continue writing a phone dialogue, a face to face dialogue, a sms dialogue of email dialogue that will perform in their small group and later to the class. - T will ask Ss to write their dialogue on their palm cards to reinforce the structure of a discussion. - Ss will be expected to use text connectives. - Ss will be required to interact/respond in the dialogue as they will need to include statements such asI agree with almost everything you said but, thats true but. - Ss will perform their dialogue to the class. Mixed Ability Grouping- this activity is designed to allow all students from different abilities to work together. Lower order students will seek help and be provided with peer tutoring opportunities when writing a script. Students with higher order thinking skills will be challenged as they will be using the written material given to the class to create succinct well researched arguments. -paper -Pencils -Information School of Education 2011 Professional Experience Handbook
Australian Catholic University 5 2011 LUNCH 1-1:55 2-3 COGS- Understanding each other HSIE CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
ENGLISH RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
(I)identifies some significant customs, practices, beliefs and traditions of Aboriginal people(CUS2.4) (I) describes a Dreaming story in the context of its purpose to teach values and respect for people and places in the community (CUS2.4) (I)contributes to a class summary after reading or viewing (RS2.5) (I)makes some inferences about ideas implicit in a text(RS2.5) (A) FORMAL- T collects and marks Ss work - T and Ss read the worksheet about Aboriginal, Customs, Beliefs and Traditions. - T and Ss will investigate and discuss how Aboriginal beliefs, customs and traditions contribute to Australian and community Identities. - T and Ss discuss the questions - Ss complete the questions - T and Ss mark the questions - Ss will be placed in groups of 4 and will be asked to read Aboriginal creation stories and will need to describe the: who or what, action, cause of action and effect of action. - T and Ss discuss their answers to the questions
Main/modified/challenge This activity is designed to be achieved by all students in the classroom. Students will also be able to work in groups which will encourage peer tutoring. Extension students will be required to write elaborate well-structured answers.
Safety Issues to consider: Ensure Ss do not swallow the dice School of Education 2011 Professional Experience Handbook
Australian Catholic University 6 2011 Pre-Graduate Teachers Daily Self-Evaluation Assessment of Learning Outcomes To what extent did the learners achieve the intended learning outcomes today? The learning outcomes were achieved successfully in todays lessons as students were able to participate in their reading groups, accomplish their writing and spelling activities and complete majority of their Cogs activity.
Describe the evidence you have for this. I have the students workbook (writing and spelling), worksheets( number groups), and booklets(COGS) as evidence.
Evaluation of Teaching as an overview of the day Identify the teaching strategies / learning experiences that were most effective. Explain why. The strategies that were successful include using the interactive whiteboard to model subtraction strategies such as counting forward and counting backwards. Use of hands on materials for lower order materials in maths Differentiated activities
Identify the teaching strategies / learning experiences that were least effective. Explain why. Shorter introduction Have students lead the scaffolding process
How appropriate was the timing throughout the day? Why? The timing of the lessons were appropriate as students were able to get their work done. However students will need to finish their cogs work from today as we ran out of time.
Describe how the selection and use of resources supported learning in your lessons. The resources were great as it provided an opportunity for the scaffolding of the lesson. The use of the interactive white board was also very engaging. Likewise using hands on materials is also very engaging such as dice in the dice game and counters in maths.
Identify what motivated the students. Explain why. - Praise - IWB - Dice game
Identify the classroom management strategies that were most effective. Explain why. - Hands up/no calling out. - Counting backwards from ten
What was most satisfying about your lessons today? - The students active participation in the lessons - Having the students achieve the learning outcomes - The students behavior. They were great today.
Based on these reflections, outline the steps you should now take to improve your teaching. - Shorter introductions - More interactive activities - Positive reinforcement - Hands on materials