Wandong Primary School Heather Chisholm 1 2 teacher

Wandong Primary School • • Heather Chisholm (1 /2 teacher). Bree Chisholm (Foundation teacher & Literacy leader). Kira Green (Foundation teacher) Hannah Giacomini (Foundation teacher).

How things changed @ Wandong Primary in 2014? • Major changes including new processes and structures for Literacy • • • teaching in the Foundation Unit. Explicit teaching strategies (vocabulary development and phonetic development) was a major focus. Sourcing a Literacy Consultant to work with the Foundation and 1/2 team two days a week. This consultant oversaw new documentation development and data analysis. She worked closely with the Foundation Unit assisting with Literacy teaching. Introducing a change to the Literacy block and how it looks. (1 hour of phonics and 1 hour of reading each day). Including the elements in our Reading Planners. Introducing colourful semantics within our classrooms F-6.

9: 00 - 10: 00 – 11: 30 -12: 30 – 1: 30 Monday Tuesday Thursday Friday Phonics/Reading Phonics Block Phonics/Reading Block End of the day process Indo @ 10. 30: HF Recess Writing Numeracy Inquiry Numeracy Performing Arts Mrs Castle Indo @ 1. 00: H-F 1: 30 – 1: 45 – 2: 30 - 3: 30 Wednesday Assessment Day P/E Mr Fearn – Hannah Peer Obs Release Numeracy Buddies /Think Links Writing Lunch Eating Lunchtime A. P. T Combined Writing Planning Time Numeracy Mrs Smith Writing Art- Mrs Yaneff Assembly

New Planners Term 2 Level: 8 Level: 3 Level: 2 Level: 2 Level: 1 Week 1 Book: Snowy gets a wash Book: Grandma’s Letter Book: The Toy Box Book: Up and Down Book: Up in the sky! Students- Kane, Gus, Charlie Students- Lacey, Harley Students- Bella, Beraiah, Kirra, Lincon, Reilley Students- Alyssa, Zenith Students- Harris, Harper, Kayleigh, Bayden, Jai Monday Whole Class Activities: (9 -10. 00) Phonemic Awareness: Shared Reading Blending onsets with rimes (d-og, dog) Focus Tell the children that they are going to learn about parts in words. When we say a word we can think about first and last parts. Say ‘make’ now ill say the first part by itself and then ill Use visual clues say the last part: m-ake, make. You say that. Allow the children to copy. Let’s try another one. Say t-ake. Children copy. When I say those two word parts smoothly, the word is take. I’ll to predict. say the word parts and you say the whole word smoothly. Try br-own. Etc… have the children try several other examples: g-reen, r-ed, n-est, st-ick, r-ing. Using visual Present a series of pictures and have the children take turns saying the onset and rime and then the whole word. Introduce the ‘follow the path’ game. (see phonics folder) clues to infer. Minor Focus- Phonemic Awareness: Learning http: //www. readingrockets. org/strategies/onset_rime Intention Students match rime picture cards to corresponding Rime House. Good 1. Place the six Rime House work boards and the onset and rime picture cards face down in a stack on a flat surface. readers can look at the 2. Taking turns, students name each picture header card, and segment the onset and rime (e. g. , “cat, /k//at/”). pictures to predict what might happen in the story. 3. Repeat the rime (i. e. , “/at/”), select the top card, look at the target rime pictures, and place the picture on the matching Rime House. 4. Continue until all rime cards are sorted onto corresponding Rime House. 5. Peer evaluation Big Book Activity: Re-read the story of ‘The Gingerbread Man’. Then turn to page 24 of the text. Is Fox the “bad guy” ? Introduce the term ‘villain’. Look at it from his point of view. What happened that morning? Did the fox wake up on the wrong side of the bed? Relate this to the students own experiences of waking up in a bad mood. How would you feel if you had no breakfast to eat? Would this make you cranky, angry, upset? Use viewing skills to construct a storyline. Looking at the pictures, what can you see happening? What story can we tell using the pictures as a guide? I can see that the fox woke up and went to look for some breakfast. But… the cupboards are bare. Etc…. Discuss and write answers to the speech bubble. (What could the other characters have been doing on the morning of the story? ) While the fox was sleeping what were the women and man doing in their house? What was their morning like? They were preparing to make a gingerbread man. Record student responses inside a speech bubble. Draw a picture of a man and women. Above their heads draw a speech bubble ask students to share their ideas about what the man and women may have been thinking about on that morning. Teacher Support/Modelling: Point out important features the sequenced numbers on page 24. Reading with fluency and expression encouraging students to join in. Prompting students to look at the pictures. Differentiated Group Rotation One: (10: 00 -10. 20) Vocabulary Development Phonological Awareness story grammar complex sentences/ colourful semanticssem antics Letter Focus: G handwriting practise. Big Book: The Gingerbread Man!

Reading Rotations! Fine Motor Phonics Library Corner Teacher Group Picture the Word Students select onsets to complete Students read a selection of little Strategy focus- Stretchy Snake. Stretch the word out slowly so that words using pictures as clues. books in the library corner. you can hear the sounds. 1. Place the onset and rime work Students may also read books from During- Our Eagle Eye can see a boards face up in a stack at the within their book box. photograph/picture of a …. What center. Place the plastic letters beside the boards. Provide the sound does the word … begin student with a student sheet. with? What letter does the word 2. The student selects the top work ‘…’ begin with? board from the stack, names the After- Why is the stretchy snake a picture, and reads the rime (e. g. , good reading strategy to use? "jug, /ug/"). Says the initial sound of the word and its corresponding letter (i. e. , "/j/, j"). 3. Looks for and places the matching plastic letter in the onset position on the work board. 4. Records word on student sheet. 5. Continue until all boards and student sheet are complete. ICT Eggy Words Reading Eggs Sight Word Identification.

Explicit Phonics Planning • • Blending onsets with rimes (d-og, dog) • • • Present a series of pictures and have the children take turns saying the onset and rime and then the whole word. Introduce the ‘follow the path’ game. (see phonics folder) • • • Tell the children that they are going to learn about parts in words. When we say a word we can think about first and last parts. Say ‘make’ now ill say the first part by itself and then ill say the last part: m-ake, make. You say that. Allow the children to copy. Let’s try another one. Say t-ake. Children copy. When I say those two word parts smoothly, the word is take. I’ll say the word parts and you say the whole word smoothly. Try br-own. Etc… have the children try several other examples: g-reen, r-ed, n-est, st-ick, r-ing. Good websites for other activities: http: //www. readingrockets. org/strategies/onset_rime http: //www. fcrr. org/curriculum/pdf/gk-1/p_final_part 3. pdf http: //www. google. com. au/url? sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=6&sqi=2&ved=0 CD 0 QFj. AF&url=http%3 A%2 F%2 Fmpsportal. milwaukee. k 12. wi. us%2 Fport al%2 Fserver. pt%2 Fgateway%2 FPTARGS_0_2_82321_0_0_18%2 Fraz_pa_l 07. pdf&ei=TWmh. U 4 Tk. Ccq 3 kg. Wnm 4 Ho. Bw&usg=AFQj. CNGSo 70 Ci 46 VMCv 9 fe 7 uhp. ANe. Bxgy. Q Recognise and use letters that represent two or more consonant sounds at the beginning of a word (c, g, th, ch) See grade 1 folder. Locating and reading high frequency words in continuous text Tell the children that they are going to practice finding easy words in a poem. Read the poem, rhyme, song or chant with the children, pointing to the words. Read and enjoy the poem several times. Select a few high frequency words you want to have children locate. “you know the word it. This time when we read stop at the word it”. Read the poem with the children stopping at the word it. Have the children underline, circle, or place highlighter tape over the word on the chart. Now use your eyes to find another word it. Repeat the process with one or two more words. Remove the highlighter tape from the previous word each time so that children can focus on the word they are looking for. Repeat. Using parts of known words that are like other words (my/sky, tree/try) Tell the children they are going to read a favourite poem and learn about solving new words. Select a rhyme or a piece of shared writing that you have read to the children and they have read with you several times. They should be generally familiar with the text but not have memorised it. Read the text in a shared way. “We’ve been learning about word parts. One word part you know is –ay. Let’s read the words that have –ay in them. ” Underline in red or highlight the –ay parts of words in the text: day, Sunday, play, today, anyway, Kayla. You can look for the parts of words you know to help you read a word. Demonstrate for children how to use the poem “Rain, Go Away” for the day’s activity.

MONDAY 2/2/15 Phonics Learning Intention ‘I can find my name by looking for the first letter’ Whole Class Activities: Ants on the Apple Song Alphabet Bingo Practise and assess sight words Picture Match- put your hands on your head when you see a _____. Letter of the Week- You. Tube song, class activity or brainstorm _________________________________________________________ Phonemic Awareness: ELC 1 - Recognising Names - pg 71 1. Explain to the children that we are going to be working with their names, 2. Show their names in alphabetical order and they say the letter that the names start with and their name. (eg. This is Andrews name starts with an A. Say Andrew (Children respond) Say A for Andrew. Children respond. Andrew put your name of the board. 3. Repeat with every child in the class. 4. Read the completed name chart with the children. 5. Following this lesson you will want to create a permanent name chart. Write the children’s names on chart paper and involve the children in [circling/coloured stickers/ etc] groups of names with the same starting letter. 6. Ask the children to take the small card with their name on it. Ask them to read it 7. Students then exchange names with a partner and show and read the name they have 8. Remove names from the chart and mix them up. Go quickly through the names again and have each child put their name in the chart. 9. Then read the chart in different ways, eg. backwards, skipping names, read all the girls names first then the boys names etc. Phonemic Awareness: Minor Focus- Phonics Reflection Questions: - What can you do to see if a word is your name or not? How will you know? What does your name start with? Resources -Student names printed out and laminated with valero/ blutac/ etc on the back -Chart or wall space for students names to go on -A set of smaller card names

Recount “Kitchen and dining play”. “Good writers can talk about being in a restaurant. ” Modelled Shared Writing -Yesterday, when I was in the restaurant. I can remember that I played the role of a chef, Etc. Now I am going to draw a picture of me wearing a chef’s hat standing in front of a stove with a frypan. Teacher to draw an illustration of this on the whiteboard. -Underneath my illustration I am going to write the sentence, “I was a chef in the restaurant. ” -Model correct pencil grip, letter formation and spacing between words. Planning and composing Students are given a piece of paper titled, “My Restaurant”. In the box provided the students need to draw an illustration of their time in the restaurant. Use the photographs taken yesterday to refresh the student’s memory of what they did. The students then draw their own illustration of what happened. Students then trace over the written sentence using a grey led pencil at their desk. “When I was in the restaurant I…” Teacher to collect these pages to create a class book, “A Restaurant in my Classroom”. Whole class share. Students will share their illustrations.

Evidence of Observation Date: 26/05/14 Purpose of peer observations: Learning Intention for peer observation: Who did I observe: Method: Evidence of Practice What is the task? What is the teacher doing or saying? Explicit teaching that is teacher directed. Whole Class Instruction- Reading Block- What is included within the reading block? Bree Chisholm 1. Collect evidence 2. Reflect on practice and incorporate into teaching practice What are the students doing or saying? Differentiated tasks Student need. Evidence TEACHER M 100 W (Sight Words)- 9. 05 am- 9: 15 am Teacher assessing students and where they’re at- M 100 W. Asking students to use one of the words from their list and place it into a sentence, telling their partner. (Instructed while students were reading their words to their partner). Practise reading your words fluently without a robot voice. Can you read this fluently for me? Have you got your sentence here today? Handing out new sentences for students who could read fluently. Listening for specific letters of the alphabet (Transition Activity) Students were assigned a letter of the alphabet. Teacher played the alphabet ABC song- phonics song. Chunks Bingo 9: 25 am- 9: 40 am What word would you find this chunk in? Can you think of a different word that has this chunk that’s not in our chunks song? Prompting- ‘ing’ think of a doing word that has the ‘ ing’ chunk? Teacher went around the circle calling on all of the students in the grade to think of words that had the particular said ‘chunk’. Teacher read out the chunks flash bingo cards. Use your reading eyes. ‘Wh’ is a question word. (Usually the first word when you’re asking a question). You can poke you tongue out at the teacher when you say ‘th’. Explained that ou and ow make the same sound. Supported students with chunks they’re unfamiliar with. Roll Call 9: 41 am – 9: 42 am Teacher to take the roll. Magic ‘e’ song- 9: 42 - 10 am What does the magic ‘e’ or bossy ‘e’ do? Teacher placed cards in front of the children. Without the bossy ‘e’ what would this say? The ‘e’ makes the vowel say its name? In front of you, you have two cards that have the bossy ‘e’. These rhyme with cards in the middle of the floor. Can you find your rhyming matched cards in the middle of the circle? Match the cards. (same, game, blame). Let’s blend it together, like a mechanic putting a car back together. What word family does that belong in? It’s called Who’s the Boss? Game- this could be your phonics rotation activity. Evidence must be specific. Evidence is NOT judgemental. Evidence STUDENT M 100 W (Sight Words)- 9. 05 am- 9: 15 am Writing their names- letter formation. M 100 W words practise- students practise their words while sitting in a circle. Students reading their words to their friend. Some students were reading their sight words independently. Reading out their given sentence- coloured words. Listening for specific letters of the alphabet (Transition Activity) Students stood up when their letter was read and placed their home learning folder in the box. Some of the students sang the song as it played. Chunks Bingo 2: 25 am – 9: 40 am Certain students were selected to give a word that contained the given chunk. Some students required a clue. Some students thought of words that contained that particular chunk. Students came and went to collect book boxes to read to a reading Mum. All of the students were picked out individually to think of words with chunks in them. Students repeated the bingo call cards with the teacher. (Maddison tunned out , didn’t recite the chunk ) Bingo, Bingo- read out the chunks on their board. Roll Call 9: 41 am – 9: 42 am Students call the next person listed on the roll. Magic ‘e’ song- 9: 42 - 10 am Students read words on the interactive whiteboard without the ‘e’ and then with the magic ‘e’. Cards are read from within the circle. Children attempt to match their word with the vowel cards.

TRACKING ‘PM BENCH MARK’ / ‘FOUNTAS & PINELL’ LEVELS Year Foundation *Date each box with the month eg. Feb-2, March-3 Home Group: Foundation H PM BENCHMARK 1 FOUNTAS & PINNELL Aus. VELS 2 3 A Teacher: Hannah Giacomini 4 5 B STUDENTS 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 C D E F G H I J K L 1 M 1 L 2 M 2 N F F F. 5 1 1 1. 5 2 2. 5 3 3. 5 Gus Bonwick 3 4 5 6 7 8 9 11 7 Harper Edwards Lacey Fogliaro 3 4 Kane Lemmar 3 Jai Matthewman Bella Mazzone 4 Beraiah Mc. Master 5 7 Harley Noble 4 Kayleigh O’Shannessy 6 Zenith Pongrac Bayden Sage 5 8 9 11 5 7 4 9 11 8 5 7 8 9 10 3 11 8 5 6 8 9 11 7 8 5 8 11 7 8 9 11 Lincon Sharp 6 7 8 Ashlynn Taylor 10 11 Charlie Thomas 9 4 11 7 8 9 11 O P Q 3. 5 4 4 Harris Barbour Alyssa Duffy Reilley White 6 7 8 9 Kirra Wright 7 8 9

Sight Words ~ Year 2014 Home Group: Foundation H Teacher: Miss Giacomini Term: 4 Ongoing Testing Throughout the Year Student's Name Gold Words /12 4 Harper Edwards 7 Lacey Fogliaro Beraiah Mc. Master Harley Noble Bayden Sage Lincon Sharp Ashlynn Taylor Charlie Thomas Reilley White Kirra Wright 9 7 Indigo Words /86 4 0 7 Violet Words /100 4 Pink Words /120 Purple Words /140 Aqua Words /160 4 Lime Words /180 Lemon Words /300 words Oxford /200 12 10 9 7 9 0 4 7 9 Kayleigh O’Shannessy Zenith Pongrac Gre en Orange Words Wor /74 ds /58 /400 words Oxford Beyond 7 7 9 11 9 397 299 338 12 1 Jai Matthewman Bella Mazzone Alyssa Duffy Kane Lemmar Blue Words /42 1 Harris Barbour Gus Bonwick Red Words /32 4 4 7 7 10 11 10 9 350 9 4 7 9 7 9 10 11 4 7 9 10 9 10 4 7 9 10 4 7 9 10 11 12 4 7 9 339 10 12

Teacher- Hannah G Students TERM 1 Aud Process Sent. Digits CAP TERM 2 Letter letter ID Sound ID ROL RR Level MAR TERM 3 Aud RR Letter Oxford Process ROL (at Level letter ID Sound dict. Sent(at Digits (at risk only) APR ID 1 -10 11 -20 risk only) Hand writin g sampl e Writin g Samp le RR Level MAY RR Level JUN RR Level JUL RR Level letter ID AUG Audit Letter Processi Sound ng (at ID risk only) TERM 4 Oxford dict. Hand writin RR Writing g Level Sample Samp OCT le RR Level NOV RR Level letter ID DEC Audit Letter Processi Oxford Sound ng (at dict. ID risk only) Hand writin g Samp le Writin g sampl e Kane 7/8 26 /24 2 3 52 52 * * 3 12 12 17 52 52 * * 18 20 20 52 52 * * Harris 8 3 2/8 4 /0 1/0 14 DT DT 8 3 13/ 6 9/0 * * DT DT DT * * Gus 10 4 8/8 26/26 27 3 3 10 4 52 52 * * 9 12 12 20 52 52 * * 20 21 21 52 52 * * Alyssa 13 4 3/8 4 /2 3 /0 31 DT DT 13 4 16 * * DT 2 2 6 52 52 * * 6 7 7 52 52 * * Harper 11 4 2/8 9 /5 1/1 28 DT DT 11 4 52 52 N/A ? ? N/A - - - N/A Lacey 10 4 3/8 26/26 23/23 25 2 3 10 4 52 52 * * 3 7 7 13 52 52 * 14 16 16 52 52 * * Kayleigh 8 4 7/8 18/16 16/0 18 DT DT 8 4 26 26 * * DT 2 2 5 52 52 * * Bella 10 4 8/8 18/1 17/0 28 DT DT 10 4 52 52 * * 2 4 4 11 52 52 * * 12 20 20 52 52 * * Beraiah 12 4 6/8 26/23 21/23 24 DT DT 12 4 52 52 * * 1 2 2 10 52 52 * * 11 16 16 52 52 * * Harley 10 4 6/8 25/25 26/25 37 DT DT 10 4 26/25 26/26 * * 2 2 2 13 52 52 * * 14 16 16 52 52 * * Zenith 9 4 5/8 8/6 4/4 16 DT DT 9 4 16/12 17/0 * * 1 1 1 2 42 42 * * 3 5 5 42 42 * * Kirra 8 3 5/8 23/18 18/13 17 DT DT 8 3 26 24 * * DT 1 1 5 42 42 * * 5 5 5 Ab Ab * * Bayden 9 3 5/8 5/4 3/1 24 DT DT 9 3 22/18 18/5 * * DT 1 1 5 52 52 * * 6 7 7 52 52 * * Darcie 9 4 2/8 15/3 10/0 21 DT DT 9 4 - - - - - * * - - - Jai 6 3 6/8 2/1 3/0 7 DT DT 6 3 2/1 3/0 * * DT DT 2/1 3/0 - - DT DT DT Ab Ab * * Charlie 11 0 2/8 26/26 0 DT DT 11 0 52 52 * * 7 13 13 20 52 52 * * 20 20 20 52 52 * * Lincon 12 4 13/2 9/9 30 DT DT 12 4 15 23 * * 1 2 2 8 52 52 * * 8 9 9 52 52 * * Reilley 9 4 7/8 26/19 25/20 19 DT DT 9 4 15 45 * * 1 2 2 7 52 52 * * 7 7 7 52 52 * * 17 *

Assessing those @ Risk!

Planning for 2015: What are some of the ideas and plans you have for continued implementation in 2015 and beyond ? 5 new members to the F-2 department. Training them and developing their skills in terms of CPOL development and our new school processes. How will you assess the oral language needs of the students in your new classes in 2015?