classroom

= CLASSROOM OBSERVATION =

On the 23rd of March, Melanie Hillard and myself attended and observed a 2 hour early-years literacy block at Tate St. Primary School in East Geelong. We decided, since we were sitting in on the same lesson, to pool our notes together. Here are our compiled reading and writing observations that were taken throughout the lesson.

10 mins || Whole class || Picture story book ‘Be Safe at the Beach’ by Bob Winters || Discussing the book/cover. What’s the book about? Using prediction, discussion, experiences, questions and determining real/not real pictures Teacher reads the book to the whole class, using a finger to point at each word. Students look at the pictures, listen to the story and learn about features of the book. Experiences include: listen, talk, read, look || 2x20 mins 40 mins || Groups || Refer to resources in each group || Literacy experiences (reading) imbedded in enjoyable activities Teacher divides the class into 5 groups and demonstration each group activity to the students Experiences include: teamwork, reading, listening, talking || Active activity-thinking of words beginning with the letter the duster landed on Learning letters of the alphabet via hopscotch activity Throwing duster on hopscotch letter (A F S M C D J B) then thinking of a word beginning with that letter || Reading Reading a picture story book together and discussing the story or reading it to each other || Creating stories using objects Students choose 3 objects (i.e. toothbrush, apple, car) and create a story using the familiar objects Requires talking and listening || Associating letters and pictures Matching the big board and the little board Learning the alphabet letters || Memory game that requires students to find two words that are the same Learning words and using memory Experiencing reading/remembering a word and matching it with the same word || 10 mins || Whole class sitting in a circle || Teacher and students || Sharing time Reflection of reading time Experience and develop talking and listening skills as the students reflect on what they have learnt during reading activities ||
 * ===Reading Part 1 === ||
 * **Time** || **Groupings** || **Resources** || **Teaching approaches/learning experiences** ||
 * 11:30-11:40
 * 11:40-12:20
 * || **Group 1** Hopscotch || Hopscotch (chalk on carpet) and duster || Demonstrations
 * || **Group 2** Reading || Picture storybook || Demonstration, teacher involved with reading, guided reading
 * || **Group 3** Story time || Box full of objects || Demonstration
 * || **Group 4** Matching || Big alphabet/picture board and little alphabet/picture cards || Demonstration
 * || **Group 5** Memory || Word cards || Demonstration
 * 12:20-12:30

10 mins || Whole class || ‘I went to the…(movies, park, beach, pool, zoo, snow)’ card || Teaching students to write about their weekend. Demonstration: together they make a sentence: write, spell, and use grammar, punctuation. They sound out the letters, use finger spaces, work out the letter by sounding it out, learn about the positioning of sentences and words, and finally read it all together Experience listening, talking, watching, learning, writing/drawing || 20 mins || Individual || Writing/drawing materials, pencil, writing book || Students participate in the writing task. They copy and complete the sentence: ‘On the weekend I…’ Experience writing The teacher models or gives a demonstration of magnificent work-a sentence and a matching picture || 15 mins || Pairs || Students individual writing books || Appreciations: Pair share Listening to and working with other students who they haven’t worked with recently Modelling behaviour Showing/reading their work and listening and learning about the other person || 5 mins || Whole class || Students individual writing books || Listening skills are tested as students tell the class what their partner did on the weekend. They learn to compliment and appreciate their work. They learn to appreciate, compliment and use manners || 10 mins || Whole class || Word cards || Learning words Students experience looking, listening, speaking, repeating the teachers words Words are repeated 5x for recall, recognition and retention || Students clean up their tables-pack away writing materials and books before lunch time Lunch time ||
 * ===Writing Part 2=== ||
 * **Time** || **Groupings** || **Resources** || **Teaching approaches/learning experiences** ||
 * 12:30-12:40
 * 12:40-1:00
 * 1:00-1:15
 * 1:15-1:20
 * 1:20-1:30
 * 1:30 || Whole class || Writing books and materials, lunches || Pack up time

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