DAY 7. Tuesday, March 14, 2017
YEAR 1 READING
- Teacher goes through the timetable with them telling them what they are going to do on that day.
- After that they move to do their phonic work. They review all the sounds and add the new sound “ue”
Anytime she says a new sound she tells them: My turn your turn. Soy they know that they need to listen to her first before repeating what she says.
- Then they move on to review the writing of words with the “ar” sound.
- Next they read their high frequency words (green words) and then the story of the week that accompanies the new sound they’ve just learned.
- They read the story in pairs or threes, pointing at each of the words with a Popsicle stick so each child is focused on the same word at the same time.
Until this time the teacher was only teaching half of her classroom and right after she finished with the phonics the other half arrived, they sat down and were given papers to start writing a story about a topic of their preference. This second group that have just arrived were working on phonics too with other teachers or TA’s. They are the higher tier of the classroom.
1ST 10 MINUTE BREAK
YEAR 1 MATHS
-They start counting from 1 to 100 in 5s.
-They start doing additions with their fingers. Teacher shows them 10 fingers. Then she removes 1 and says, how many more we need to make 10? Kids reply 9! Teacher keeps removing fingers and they tell her how many more to make 10.
-They count from 1 to 100 in 10s.
-On the whiteboards she has some number sentences prepared, these number sentences have missing numbers, they need to add something to make the additions correct. 5+__=9, __+6=7 etc Teacher lets them work on their boards while she passes by checking what the kids are doing on their boards. They are given 3 minutes to complete the task.
-They review their answers together. Making gestures like 5 fingers for 5, arms crossed for plus or arms parallel for equals.
-After this they move on to describing 3D shapes. First they watch a real life video about 3D shapes we see daily around us. Cubes, spheres, pyramids, cuboids, and cylinders. Then they learn vocabulary that will help them describe this shapes. (faces, square, rectangular, circles, no edges, flat face, curved face, point, sides)
-After the videos the teacher takes out a bag with shapes inside. She describes a shape she is touching inside the bag and children guess and justify why did they take that guess, by explaining which of the words the teacher used help him/her guess the 3D shape.
-After that teaches takes some plasticine and creates different shapes for the kids to guess and then describe.
-One the whole group explanation is finished. They go to their groups and they play with shapes, describing the shapes to their group mates so they can guess. Each group in the class has a name they chose at the beginning of being a group.
-Once they are done, the TA hands them in the learning intention for the task and a picture they’ve just printed of them playing the shape guessing game and they glue it in their Math Notebooks and they need to write a descriptions for each of the shapes, At least a sentence for each of the shapes. (Silent work)
2ND 10 MINUTE BREAK
YEAR 1 WRITING
-They sit on the carpet and the teacher displays on the IWB some of their writing pieces from yesterday and they look at it and they analyze the good and things to improve in different writing pieces from different students.
-They check specially: Capital letters, full stops, finger spaces, use feeling and verbs to write about actions, and use “and”, “but” and “so” to link ideas in a sentence. They do this with a small rubric they call their “Marking ladder”
-After that the teacher, with the help of the children writes a small text to show them a good piece of writing that could serve them as an example for them to look at after.
-Sometimes she stops to sound some words out it their spelling is tricky for the kids.
-The teacher pretends to make mistakes to they notice. For example starts a sentence or writes someone’s name without a capital letter, doesn’t leave finger spaces or “forgets” to write the full stop.
-She encourages them to put question marks at the end of sentences to make them more exciting.
-When thy finish writing their text they read it all together. Making gestures for capital letter (arms in a triangle), full stop (fist pointing forwards) and exclamation marks (hand goes down and punches)
-After this whole class work they are sent to their tables to start writing their own text. First they glue their objective and their marking ladder and then write their own texts. They are writing about the problem part that happens in the story. They start off by coping the text they have written together and they take it from there.
-When there are 5 minutes left she tells them to stop writing and look at their marking ladder to check the piece they’ve just written. They put ticks in the items from the marking ladder they have incorporated in their writing piece.
Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.