My Content Knowledge
Formative and Summative
Formative - Teacher listening to group and pair discussion. Pupils to show understanding through thumbs up method and verbal discussions. Summative - Answers in jotters, finding the words in the wordsearch provided information as to how the children understood and engaged with the lesson
Assessment is for Learning (AifL) Utilising both formative and summative assessments supports pupil learning and provides next steps for class teacher. Thumbs up, middle and down gave me a clear indiciation of where my lesson went well and where it could be improved
Questioning - Use both open and closed throughout reading as part of the group discussion.
Teacher - Leads opening and closing of the lesson.
Revisiting previous shared reading
Makes lesson relevant to pupils
Knowledge of learners
Differentiation - Group work, wordsearches were differentitated as were questions. This ensured all learners had access to the whole class lesson.
Overcoming barriers to learning - Was a scribe for certain pupils.
Pedagogy
Child-centred - make story relevant to them and their experiences.
Modelling spoken language - Use specific language I think, I see, I predict, maybet this
Modelling good reading - Using correct pronunciation of words, using grammar as a way to perform the text, give the text life.
Constructivism
Although the teacher is reading, the lesson is collaborative as questioning and additional tasks involves the pupils and identifies what the pupils have learned. I can statements (Blooms Taxonomy)
Social Constructivism
Whole class discussions, think, pair and share, allows pupils to hear different views, feelings or recalling of events from novel. Pupils collaborate and construct meaning together..
Scaffolding between peers and appropriate scaffolding from teacher assists understanding and improves learning experience.
Relevance, coherence and choice of tasks were provided within lesson
Challenge, enjoyment and personalisation
Tasks provided progression
Three Organisers: 1.listening and talking 2. reading 3. writing
When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a.
I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. ENG 1-19a.
Reading/English within CfE
Principles of Curriculum Design
Documents https://education.gov.scot/improvement/Documents/LiteracyEnglishBenchmarks.pdf https://education.gov.scot/Documents/literacy-english-eo.pdf