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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


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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
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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
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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
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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
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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

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