Reading Groups Education Week

Student Teacher Name: Kate Yates School: Silverton Primary School

Lesson Topic: Literacy Date: 20
th
23
rd
May 2014
Year Level: Foundation Time o Lesson: 11.3012.30 !"ues# $ed# "hurs% and 2.1& 3.00
!"ues%
!lass si"e: '20 students Duration o Lesson: (0 minutes
Teaching #ocus:
Tuesda$ %orning: )n*a*in* students +ith the ,oo-.
Familiarisin* the students +ith the story. $hat to loo- .or in
sentences.
Tuesda$ &ternoon/ )ncoura*in* students to .ocus on the
ty0es o. thin*s that are *oin* into the ste+.
Wednesda$: )ncoura*in* students to .ocus on the animals in
the ,oo- and the di1erent thin*s they +ill ,e eatin*.
#rida$: ena,lin* students to recount the story in the correct
se2uence# 3llin* in the s0aces.
Student Learning #ocus:
Tuesda$ %orning: sentence structure.
Tuesda$ &ternoon/ in*redients in the ,oo-.
Wednesda$: animals in the ,oo- and +hat they eat.
#rida$/ learnin* ho+ to se2uence +ith missin* +ords.
'ackground kno(ledge:
Students are .amiliar +ith the readin* *rou0s structure.
Students have 0reviously done recount o. stories and -no+ the
0rocesses that are needed in this 0rocess.
4ave 0reviously tal-ed a,out thin*s to loo- .or in sentences
and clues +e can use to hel0 us order +ords.
&us)ELS
English:
5denti.y some .eatures o. te6ts includin* events and
characters and retell events .rom a te6t.
7ead 0redicta,le te6ts# 0ractisin* 0hrasin* and 8uency# and
monitor meanin* usin* conce0ts a,out 0rint and emer*in*
conte6tual# semantic# *rammatical and 0honic -no+led*e.
Listen to and res0ond orally to te6ts and to the
communication o. others in in.ormal and structured classroom
situations
9se interaction s-ills includin* listenin* +hile others s0ea-#
usin* a00ro0riate voice levels# articulation and ,ody lan*ua*e#
*estures and eye contact.
Student di*erences:
"he tas- that is ,ein* *iven to the students can ,e tailored to
suit di1erent levels. Students have ,een *rou0ed accordin* to
a,ility# so easily tailor .or this di1erence.
)ach student can com0lete the tas- to the level that they .eel
Resources:
Wombat Stew
:um,led sentence sheets to cut out and stic- in
Pa0er to dra+ ste+ and animals on
Sheets +ith missin* +ords .or clo;e activitiy.
com.orta,le +ith.
Stage o lesson Teacher action: &ctivities and
tasks:
Student action: Duration:
Tuning +n Tuesda$ %orning
7eadin* $om,at Ste+.
<rderin* sentences.
What clues can we use to
help us make sentences?
How do we know it is the
start of a sentence? How do
we know it is the end of the
sentence?
Tuesda$ &ternoon
7ead the ,oo-= .ocusin* on
the in*redients o. the ,oo-.
What went into the stew?
If you could make a stew,
what would you put in it?
Ma-e a ste+ to*ether on the
,oard.
Wednesda$
7ead the ,oo-= thin- a,out
+hat the animals are eatin*.
What do the animals in the
book eat?
What about other animals?
>hoose an animal and dra+ it
and the .ood they eat on the
Tuesda$ %
Students sittin* on the 8oor
+hile the ,oo- is ,ein* read.
Partici0atin* in the discussion
a,out sentences.
Tuesda$ &
Students listenin* +hen the
,oo- is ,ein* read thin-in*
a,out the in*redients that
+ere ,ein* included.
Wednesda$
Students listenin* +hen the
,oo- is ,ein* read thin-in*
a,out +hat the animals are
eatin*.
#rida$
Students listenin* +hen the
,oo- is read and ans+erin*
2uestions a,out the +ord
that is missin* in the
sentences.
Cloe !cti"ity
Se#uencing the ingredients
Sittin* on the 8oor
Students are res0ondin* to
teacher 0rom0ts +hen
re2uired.
10 minutes
,oard.
#rida$
7ead the ,oo-= this time
have +ords covered +ith
other +ords it could ,e. "hey
have to recall +hich is the
ri*ht +ord.
in the stew$
&ctivities Tuesda$ %orning
Students are *iven a
sentence .rom the story that
has ,een ?um,led. "hey cut
out the +ords and stic- them
in order# then dra+ a 0icture
underneath o. +hat the
sentence says.
Tuesda$ &ternoon
Students have to dra+ a
0icture o. +hat they +ould
0ut in their o+n ste+.
La,ellin* the in*redients.
Wednesda$
Students choose an animal
and dra+ it on their 0a*e.
"hey then dra+ and la,el and
ty0es o. .ood it mi*ht eat.
#rida$
Students are *iven a
se2uence .rom the ,oo- +ith
+ords missin*. "hey have to
Students +or-in* on the tas-
.or that day.
%se the shaker when
necessary to keep the
students on task or the
"olume le"el down$
&oam the classroom and
ensure that students are
staying on task$
'eep an eye out for students
that ha"e been asked to
re(ect at the end of the
lesson about what they did
today$
Students +or-in*
inde0endently on the
activities.
30 minutes
0ut the correct +ords ,ac- in
the correct order.
,acking -p 9se the sha-er to *et the
students attention. 4ands on
heads. "hey -no+ this means
to sto0 and that they +ill
soon ,e 0ac-in* u0.
5nstruct the students +ith
+hat they need to do. $here
there +or- needs to *o and
+hat needs to ,e 0ac-ed u0.
Students 0ac- u0 all the
materials they +ere +or-in*
+ith.
Students are movin* around
the s0ace to ensure that their
s0ot has ,een cleaned. @ll
e2ui0ment ,ac- +here they
have ,een told it needs to *o.
& minutes
Re.ection Aather students ,ac- on the
8oor.
"hose that +ere chosen at
the ,e*innin* o. the lesson to
re8ect +ill do so.
What task did you do? What
did you learn? What did you
like about the task?
"hose students +ho are
sharin*/ thin- a,out s0eci3c
2uestions .or their activity.
Students sittin* on the 8oor
and listenin* to others
sharin*.
"hose students called u0on
+ill ,e sharin* +hat they did
durin* literacy time.
& minutes