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Cornish College

Record of Procedure

Year 1

Roll, lunch orders, Record books, Notices etc. Read to someone-reading mums and grandmas daily.

Term 3 Week 9 Meetings / Reminders 10 September M O Student teacher N placementD Susan Williams A (5 weeks) Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
11 September Natalie-PMP Maris Period 1 Maris-Bethany Period 6

Transdisciplinary Skills
Social Skills Accepting responsibility Respecting others Cooperating Resolving conflict Group decision making Adopting a variety of roles Research Skills Formulating questions Observing Planning Collecting and recording data Organising data Interpreting data Presenting research findings Thinking Skills Knowledge Comprehension Application Analysis Synthesis Evaluation Dialectical thought-points of view Metacognition-thinking about thinking and how one thinks and learns Self-management skills Gross motor Fine motor Spatial awareness Organisation Time management Balanced lifestyle Codes of behaviour Making informed choices

8.50 9.00 1

9.40 2

Week ending Friday 14 September 10.20 11.00 3


Conclude with chn guessing who wrote the letter. Analysis chn commented on how they had learnt new things about their classmates

th

Book: Dear Baby: Letters from Your Big Brother Literature to support learner profile development communicator Activity learn how to write a letter, write an anonymous letter to their classmates about themselves. Sign in a secret code. Literacy groups Gr1 Maris period 1, then SOL activities. Learning focus: Blends with an L. Flop, Flap, Flip + The Mouse Plays with the Plane. Gr2 GR: Get the Message. Worksheet how to write a letter, Blends match 2 beginnings/ends, write out sentence and colour in the blends. Gr 3 - Anne Literacy Whole class focus thrass box o, Tuning in with Belinda the Cow Gr1 GR The Guide Dog. Find blends, write out on cards. Spelling words, finish worksheet, SOL complete activities from yesterday.

PE

12 September Maris-Bethany Period 6

Gr 3 spelling words, silly sentences GR The Piano Recital, worksheet, SOL compound words Karaoke Kate

13 September

Gr2 spelling words, finish worksheet, complete silly sentence blends, SOL Super Duper Flea + Tricking Travis Literacy Gr1 Spelling words, worksheet, Silly sentences, SOL Primary

Assembly

GR2 GR Get the Message, focus parts of the letter, spelling words, worksheet, silly sentences GR 3 spelling words, Silly sentences, GR The Piano Recital, worksheet

14 September

Literacy Gr1 Guide Dog Jazz, find blends + Write on cards, Spelling words, Finish worksheet, Silly sentences, SOL Gr2 Spelling words, GR Get the Message, focus jigsaw parts of a letter, find verbs, worksheet, Blends GR 3 Spelling words, silly sentences, worksheet

RE

Reading and viewing: Read to self, read to someone, listen to reading-shared reading, guided reading, modelled reading, independent reading. Read to self-shop for books, stay in one place, read the whole time, increase stamina Whole Cass Focus-CAF-Fluency-discuss and build fluency strategies. Reflection/articulation of strategies after each session. Accuracy-I can read the words-abundant easy reading, look carefully at every word-through guided reading, partner reading, reading to parents and teachers Fluency-I can read accurately with fluency and expression and understand what I read-voracious reading of good fit books. Begin looking at reading rate-chn time and video themselves reading their GR text-reread and video for fluency. Record increase in reading rate. Writing: Handwriting-THRASS chart and CD, ** Speaking and listening: Daily show and share as required-during lunch. Encourage all to share. No toys.
Grp RRL Guided Reading FocusC-Comprehension A-Accuracy F-Fluency E-Expand vocabulary Begin Independent Reading Program PM Science Facts and Photostories L9-11 Begin Independent Reading Program PM Science Facts and Photostories L14-15 CAF Listen to reading Follow Up Book activities Word Work Class focus-maths wordssort and make generalisations THRASS e/ee/ea/ey/y box Brainstorm class list of words that make the long e sound. Sort into spellings, add to lists. Enter designated/differentiated words into iPad app This Weeks Words Enter words into spelling book. LCWC, handwriting and word shapes/configuration Write sentences Complete aural app activities and test Individualised Programs3-4 times per week Tom-synthetic phonics program-Fitzroy Readers, Starfall, SPELD activities Book 4 Bethany-Fitzroy Readerswriting focus Book 3 Handwriting: e/ee/ea/ey/y using BT writing and School writing apps. Transfer to book for consolidation of formation. Plus Jessica and Max THRASS writing on Listening Post. Rotate through. Maths Extension Luca Maths Support Bethany-work with Meaghan and Natalie Ella Rose, Aleisha (Brigitta)

Learn Language

Tom Bethany 10 12 Eva Ella Rose Mason Kaiden Aleisha Brigitta Natalie

18 21-22 24

Jessica Max Marcus Ella Olivia Luca Mikail Independent Reading Program-Scholastic Science, Starburst

Articulate fluency strategies-add to CAF menuVoracious reading-reading a large volume of good fit books iPick/picking good fit books the Goldilocks way/5 finger method Practice HF words Read smoothly like talkinghow?-record, increase reading rate

SoL LS3 Maths

Comprehension and word work

SoL LS3 Maths

Fluency-practice reading play in readiness for reading to the class

SoL LS3 Maths

Comprehension of story-retell, discern between fact and opinion. Metaphors and figurative language

Cornish College

Record of Procedure

Year 1
proof reading have-a-go LCWC

Spelling/Word Study Strategies phonemic awareness graphophonic visual memory referencing/inquiry/research linking/connection Lists personal/individualised high frequency content/topic words subject specific words, word families rhyming words UOI lists Focus Topic words-mathematical words THRASS box continue e ea ee ey y phoneme box

Term 3 Week 7 11:20 12:00 4 5


Maris Bethany

12:40 6

1:00 1.20 /2:05 7

2: 45 8

Week ending Friday 31 August 3:25-3:35


Thinking Tools 6 Thinking Hats Y chart Picture key A-Z Key Mind Maps Venn Diagrams KWL Question matrix Who, what, when, where, why? Fishbone Word Web Time Line Pie Chart 5 Whys Brainstorming PMI Fat and Skinny Questions Lotus diagram Graffiti wall SWOT Analysis Reflective Journal Ranking Ladder Artful thinking Visible thinking routines Working Scientifically Observe Measure Classify Ask questions Hypothesise Experiment Record data Discuss Conclude Learning Intentions/Success Criteria-WALT (We are learning to and WILF (What Im looking for. Rubrics

Maths Equal addition manipulative activities. Equal sign has gone on holidays and sent a postcard to say that The Same As will be taking his place. A series of partner work activities using flash cards which are matched up. (see lesson plan) Early finishers: work on finishing secret code/UOI Maths Odd/even games, using playground 100 grid, Odd/even pacman
Library-borrowing and skills

Japanese

Music

Enviro Walk + Chook Duty Provocation symmetry in nature, looking at the occurrence of odd/even in nature (do things naturally tend to occur symmetrically) Discuss and record observations during the walk in journals leaf rubbings.

Maths Equal addition extension


Tuning in Snap with addition cards used on Monday. Make a 10 mat from materials using only 2 colours for each row, write out number sentences in books. Pick 2 rows and write as a number sentence. How many different combinations?

10 mins S/Share

Art
Pack bags

Phys Ed

Extension Use 3 colours for a 10 mat. Point to 2 rows write as a number sentence. How many different combinations? (Maybe even 4 colours per row!) Early finishers SOL Odd/Even activities

Maths Expanding out 10-mat rows to make equal number sentences. Extension to divide each row into 3 numbers 3 + 4 +3=4+5+1 How many combinations. Use materials to explore.

Maths Continued

Unit of Inquiry
We can communicate using music. Period 8 Danielle, body language, facial expressions

Japanese

Maths
Explore measuring with centimetres

Unit of Inquiry
Continue Peter and the Wolf

Unit of Inquiry Finish Peter and Wolf Anne - project

Boys and Girls Club Dreamcatchers for girls

Music

Learning about Language (explicit teaching)

Learning through Language

Unit of Inquiry Communication Central Idea People communicate in a variety of ways. Lines of Inquiry Different forms of communication Signs and symbols Japanese script development Items of global significance i.e. toilet signs, food, safety Transdisciplinary Theme How we express ourselves Subject Focus Mathematics, Japanese, English Key Concepts Form Function Change Causation Connection Perspective Responsibility Reflection Function: Define communication; describe different ways in which communication occurs. Reflective: Explain why some forms of communications are not as successful as other forms of communication Perspective: list pros and cons about particular communication methods Sustainability Focus: Personal, Socio-Cultural

Guided reading Model writing Shared writing Interactive writing Editors table Strategy lessons Mini lessons Focused lessons Teacher student conferences Strategy-Shared discussions AUSVELS-Language Language variation and change-Message Stick texts-differences in textual features between narrative and play versions of stories Language structures and features of narrative texts

Read aloud Literature discussions Response to writing, art, drama Units Writing to learn Author Studies Genre Studies Author Circles Literature log AUSVELS-Literature Literature and context Responding to literature Examining literature-Author Study, narrative structure Creating literature AUSVELS-Literacy Texts in context-use of information books for research Interacting with others

Teacher questions/Provocations How do humans communicate? (Function) What makes global communication? (Perspective) How do we know if communication has been successful? (Reflective) Reading biography about Louis Braille Helen Keller story Transdisciplinary Skills Communication Social Research Communication Skills Listening Speaking Reading Writing Non-Verbal

Self Management Thinking

Cornish College
Language for interaction Text structure and organisation-reading and writing of narrative texts Expressing and developing ideasreading and writing of narrative texts. Using a portal as a stimulus to entering a new realm. Letter knowledgee/ee/ea/ey/y THRASS phoneme box Interpreting, analysing and evaluating Creating texts-writing workshop. Chn creating a variety of texts/text types incl narrative, information report, recounts. Using journals, publishing including Pages, Scribble Press and Keynote presentations.

Record of Procedure

Year 1

Learner Profile Focus Thinker; Create a challenge for others to solve using non-verbal means Communicators: Students use the language and symbols of mathematics, Japanese to receive and express ideas and information. Communicate using non-verbal means. Reflective: using their understandings to make informed opinions about the effectiveness of different forms of communication Attitudes: Confidence; Perform in front of a live audience on stage during the Primary Musical Empathy; Biographies about Louis Braille/ Helen Keller, learning about the hardships Tolerance; Students demonstrate an acceptance of people with special needs i.e. deaf, visually impaired etc.

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