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Years 1 – 2

Years 1 – 2 . Planning for English. Jigsaw groups . Share your thoughts from this morning’s lesson. What do you notice about your interpretations of the lesson: similarities? differences? How did you know what to focus your observations on? Where was the English? . English SE tasks.

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Years 1 – 2

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  1. Years 1 – 2 Planning for English

  2. Jigsaw groups • Share your thoughts from this morning’s lesson. • What do you notice about your interpretations of the lesson: • similarities? • differences? • How did you know what to focus your observations on? • Where was the English?

  3. English SE tasks • Observe teachers reading aloud – have a go yourself. Prepare your ‘emergency kit’. • Plan, teach & evaluate at least one guided reading session • Plan, teach & evaluate at least one guided writing session • Carry out a miscue analysis on a Year 1 early reader • Be observed teaching early reading • The Early Reading Portfolio

  4. How do teachers know what needs to be taught? • http://www.nsonline.org.uk/node/150262

  5. The revised PNS; teaching sequence for writing DCSF (2007) Improving writing with a focus on guided writing Based on work by Bearne, (2002)

  6. A text that teaches… Year 1 class - The Lighthouse Keeper’s Rescue by David Armitage • http://www.nsonline.org.uk/node/86001

  7. Layering up the learning… • Year 3 class - Aztec, Inca & Maya by Elizabeth Banquedano The Spirit of the Jaguar • The Aztecs, musicians, non-fiction texts, information books, notes, letters to the author, adventure stories based in Aztec times • http://www.nsonline.org.uk/node/85756

  8. Unit plans for English • Let’s unpick the Year 1 unit plan for Stories with familiar settings • How do teachers then turn these into series of lessons?

  9. Planning for learning • What is my objective? • What do I want the children to have done at the end of this sequence of lessons? • What will their learning look like (outcomes)? • Why am I choosing these activities? • What do I know about children’s literacy development that supports my choices? • Are my activities age appropriate?

  10. Planning a series of 3 sessions • Have a go? Choose either Phase 1 or Phase 2 and think through what you might do. Keep the objectives in mind but think through what your days might look like... • Remember your planning headings but try to be creative. • So, what might Phase 3 look like?

  11. To go back and look at... • From last week, the guided writing planners for the following: • planning • drafting • editing and re-crafting • When planning your sessions think through which group needs you and when.

  12. Any questions...

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