Madeline Thorne S00164565

EDLA309 Literacy Block Observation

CLASSROOM OBSERVATION LITERACY LEARNING EXPERIENCE

School: St Josephs, OConnor

Teacher: Caz Perryman, Emily Capper

Lesson focus: Sounds in literature (schwa in poem & own book); GRASP task: Images of God Religion Integration
Teaching strategies and processes used
by teacher

Prerequisite knowledge and skills

required for student engagement

Jolly phonics (schwa)

wooden spoon questioning ensuring
all are engaged and have opportunity
to answer
students on the floor throwing ball
for listening students one handed
Integrated Religion and English unit
Stand up, sit next to someone
different
Brain gym
Seed of learning teams
Open ended questioning
If confident, go do. If not, stay for
help.
Cognitive closure sentences

Reference to previous lessons

(yesterdays schwa words)
oral language skills (listening and
discussion)
iPick books
references to past weeks
questioning and discussion
grasp task as an extension of a
previous experience to show learning

Assessment opportunities within the

activity

conferencing
explicit use of visual and word
knowledge skills
self-set goals (termly)
post-it notes wander the room and
mark, stuck all together on sheet for
learning evidence
open ended questions (tell me
anything about this word)
GRASP tasks summative showing
learning
Metacognition tell me what you
think when you read..

Describe how this learning focus/activity enhances knowledge and skills

Explicit sound focus

scaffolded activities routine environment
shared -> independed -> shared
extension of previous activities
RE/English Integration
One task per day time management

The explicit sound focus allows students to focus their attention on a

specific aspect of language. The routine environment means that
students know what is expected of them and their energy is focussed
on learning rather than understanding expectations.
GRASP task based on a previous experience gets the student to
reflect on their own learning and see how they have grown between
events. This helps students become self-aware of learning and gives
them confidence in their work.

Madeline Thorne S00164565

EDLA309 Literacy Block Observation