Teal Vitler 2016

Lesson Focus: Daily 5

CQU

Learning Area /
Strand: literacy

Year
Level: 2

Implementation Date:
02/11/16
Duration: 1hour 1.40/50
2.40

Prior knowledge of learners (What do they already know?):

Daily 5 rotation expectations

My expectations
Daily 5 tasks:
o Read to self (writing goals)
o Work on writing
o Read to someone
o Word work

Lesson objective/s:

For learners to work on their literacy reading, writing, and vocabulary knowledge.
All for learners to finish English drafts

Teaching goal:

Management of group rotations

Parallel acknowledgement
Descriptive encouraging

Evidence of learning:
Know
The students will know...

How to write a noun group / compound sentence / different sentence starters

How to write according to a set criteria and edit their work accordingly (finishing drafts)
How to ask comprehension questions and discuss the meaning of texts (read to someone)
The different words (vocabulary) used in different scenarios and how to build different
sentences (ipads)

Do
The students will be able to...

write a noun group / compound sentence / different sentence starters

finish their English drafts
engage productively with ICT aids to reaffirm learning (ipads)
develop comprehension skills

Formative assessment:

Sitting with each group during read to self writing goal work support and extend = make
note of learners struggling or excelling

Resources:

Ipads
English report

Teal Vitler 2016

CQU

Books read to someone

*WALT: students engage at each rotation and complete the expected level of
effort. Able to:

write a noun group / compound sentence / different sentence starters

finish their English drafts
engage productively with ICT aids to reaffirm learning. The different
words (vocabulary) used in different scenarios and how to build
different sentences (ipads)
have a discussion about a text.

*WILF: students are able to identify and write their own noun group /
compound sentence / different sentence starters.
*Activate prior knowledge:
Hands up yellow group, green, blue, orange.
Today we will also be working on writing goals in read to self, and English
drafts in writing.
Lesson
Introduction

Introducing the
topic
Engagement of
the learners

When you are reading to someone what do you need to be doing?

In word work?
Work on writing solo work, remember to use your checklist and read the
sentences out loud quietly to yourself to check it makes sense.
Writing goals, working with me.
*Set teacher expectations:
- solo work, partner work is designate.
- ipads use properly or lose lunch time
- 100% effort, try your hardest, do your best.
- If you have glasses for working, put them on now ready for when you
move.
Daily 5: manage rotations
-

Move quietly to your next activity

Expectations, take a pencil, literacy lift box to each rotation.
IPads use properly or loose lunch tomorrow
Read to someone conversation about the text
Working on English drafts solo work
Read to self / writing goals with teacher (Me)

Teal Vitler 2016

Lesson Body

Daily 5 rotation activities:

Delivering the
Read to Self (me-working on
content through writing goals).
specific
strategies
Compound sentences-

Show and discuss what

isnt a compound
sentence: show two
examples. Has to be
simple sentences.
Use the 5
Sentence starters- re-write
these sentences with
different sentences
starters. Create your own:
write 3 sentences all with
the same sentence starter
about your week so far;
swap and change the
sentence starters.
*challenge make sure the
person on your right has
different sentence starters
from you. Share and
discuss
Topic specific noun groupsThe create own noun list of
5 nouns, swap with person
on left, write a noun group
for each. Swap again to
the left, write a sentence
with each noun group.
Share
Low groupTwo from noun group
andTwo from compound
sentences. Work and look

CQU

Differentiation
Checks for learning throughout
lesson
Groups organised depending on
goals and levels: catered activities
to suit.
Not always first hand up: Jar to
choose answer; Share with
shoulder partner to allow all
students a chance to share ideas.
Checks for learning throughout:
answers and asking students.
Check learning at end.
Main behaviours to watch:
Nicholas (talker, plan); Riley give
warnings if plays up; Jayden and
Miah and Zoe (wrigglers and
distract each other); Niamh
(wriggler); Mady (distracted and
chatty). {proximity, cueing with
parallel acknowledgement,
descriptive praise, choice, follow
through}
Peer evaluation checking through
work. Independent work to show
comprehension.
Visual and verbal cues for were to
be and when to move.
Extension work: build on the
content used.
Cueing gain to the attention of
students.
Explicit instruction.
Check Jessica, Jasper and Seth
put on glasses.
Behaviour:
Selective attending, giving choice,

Teal Vitler 2016

CQU

at both (need both for the

English assessment)
- give template for noun
group, create 2 together.
Then write list of 4
independently, partner
share. Then at compound
sentences: learners name
conjunctions, what a
compound sentence has.
Activity to re-write plain
simple sentence as a
compound sentence (and
extension next step is to
write in a noun group.)

warning chart, following through,

defusing, refer to expectations.

Work on Writing
Working on English drafts.
Read to Someone
Working with students in
their group.
Word Work
Vocab apps and sentence
builder apps.
Lesson
Conclusion

Concluding
activities
Summarizing
the lesson

At the end of each rotation share responses.

End of lesson, pack away boxes and groups clear their last area. 2 people to
pack ipads away. Then begin class end of day jobs.