Wednesday, 19/11/14 Reading/ Exploration

Focus/ AusVELS:
Foundation: Read predictable texts, practicing phrasing and fluency, and
monitor meaning using concepts about print and emerging contextual,
semantic, grammatical and phonic knowledge.
Level 1: Read supportive texts using developing phrasing, fluency,
contextual, semantic and phonic knowledge and emerging text
processing strategies, for example prediction, monitoring meaning and
rereading.

Modelled

Shared

Independent

Foci:
Characters
Settings; beginning, middle, end
Describing words big castle, slow, tired, happy
Learning Outcome/Objective:
Students will be able to recognise the characters, setting and describing
words in the text.

Resources:
My Fish Bowl by Karen Anderson
Ipads
Market fresh books
Supermarket magazines
Reading books

Student Grouping:
Reading groups
2 x teacher pull out groups

Whole Class Activity: (Intro/Development)

Intro: (10 mins)
Teacher reads Brown Bread and Honey to the students.
New daily focuses for the session are character, settings
(beginning, middle, end) and describing words (big castle, slow,
tired, happy).
Development: (15 mins)
Low group: Amber, Sienna N
My fish bowl- get students to say what they can see on the page, what
is happening? Are there any words that you can recognise?

Independent Activity/Follow up Activity (Consolidation and

Practice): (30 minutes)
Teacher explains each of the rotation groups students will commence
this week.
Group 1: Ipads- students can play any literacy games of their
choice.

Group 2: In their reading books, students will cut and paste

images from supermarket magazines. On one page- healthy food,
and the other page- unhealthy food.

Group 3: Outside with the Literacy coordinator. Practicing fine and

gross motor skills. More of hands on activities- role play included.

Group 4: Teacher Focus Group- end of year assessment. Students

must write as many words as they can in ten minutes.

* Students will rotate over the course of the week (2 sessions

remaining).
Teacher Focus Group 1- Sienna N and Amber (Low students)
Teacher Focus Group 2- Jordy, Jade, Charlotte, Anthony (High students)

Share time: (Closure) (10 mins)

Class discussion- what are some new things that we have learnt
today in our reading rotations?
Assessment:

Teacher Focus group observations.

Anecdotal notes on each of the 6 students in the focus groups.

Evaluation:
Pupil Achievement:
See attached assessment page
Teacher Effectiveness:
I gave clear instructions
Before getting Amber to read the words, I gave her the
opportunity to describe what was happening in the images.
Next time, I will get Amber to answer in full sentences as opposed
to one or two word answers.
Next time, allow Amber to tell me what the start of a word is, as
opposed to just telling her the correct sound.
Associate Teacher Comments:
See attached page

Assessment- Wednesday 19/11/14

What worked well
Amber

What could be better