domingo, 19 de marzo de 2017


DAY 5. Friday, March 10th, 2017.

Rosemellin Community Primary School

In this school resources seem to be less than in the other two schools we visited earlier this week.

-Register and lunch preferences
-They start of the lesson sounding out words.
-Teacher makes sure that kids with all abilities are included (visual, auditory, kinesthetic learners)
-The teacher writes the words they read on the board, helped by the children. The phonic method they use in this school is different from the one used in the other schools. Here they use the method “letters and sounds” and in the other schools they use “read write inc”.
-The TA hands in their whiteboards and they start of by writing the alphabet and some sight words.
-They start off by counting from 1 to 200.
-This class has differentiated groups by level doing different activities.
1. Number line table. They copy the numbers from 1 to 20 from the number line on their whiteboards. After the 20 they go ahead and do it in 10s up to 100.
2.Addition with blocks. They break the blocks into 2 pieces and add up the 1st and 2nd number on their boards. The start with 5 blocks on 1 side of the board and zero on the other side. 5+0=5. Then 4 on one side and 1 on the other side. 4+1=5 and so on
3. Addition facts with domino pieces.
4. The lowest tier has a puzzle with numbers and they keep making the number puzzle helped by a number line.
5. The fifth group

-Teacher is explaining to us everything they do in reading, writing and math. Again we are surprised by the great and creative work they Math and English teachers do over here. Of course NO BOOKS ARE USED. We are thrilled.

-Kids are divided by their ability and practice sounds with 3 different TA’s!!! Also,  they read their high frequency words.
After they are given their whiteboards to practice some writing. She dictates some of the high frequency words and they try to write them down.


-The teacher is doing a read aloud and stopping every now and them to ask comprehension questions.
They could have whiteboards to write their answers so that way the teacher could check everyone is understanding and help those ones struggling in a very visual way.
There are display boards in the classroom with smiley charts for each student where they draw a smiley every day they behave nicely.
There is also a display helping them differentiate homophones. Words that sound the same but are written differently and that present a challenge. Or simply words that are written in a very similar way. (Their, They’re, They’re) (to, too) (where, wear, we’re, were) (you’re, your) (our, are)


-They’ve got a lighthouse displayed in the room with different floors. 3min, 6min, 9 min, 12 min, 15min, 18min, 21min, and 30min and top of the lighthouse (They can bring a toy from home)
- They move up or down the lighthouse depending on their good or bad behaviour or hard work that week.
-On the last period of the Friday they can choose what they want to do for the golden time they earned that week. (games, draw a picture, go to playground etc)
-So this last 30 minutes on the Friday they sit in the carpet, teacher sets a timer and they can stand up and play once the timer reaches the time they’ve earned for that week.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.