Do the Evaluation section that is blank
(Development area here) Planner Term __2__ Week ___4__ Year level __foundation__ Session One Session Two Session Three Session Four Session Five Outcome (Base of Curriculum outcomes) Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153) Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174) Identify some differences between imaginative and informative texts (VCELY154) Identify some differences between imaginative and informative texts (VCELY154) Identify some differences between imaginative and informative texts (VCELY154) Learning Intention We are learning about sustained reading and the rules. We are learning to make text to self-connection by thinking about the things that we have seen, heard in the text. We are learning about Fiction books. We are learning about Fiction books We are learning about non-fiction books Success Criteria (use whatever terms your teacher uses) The students will be able to understand sustained reading by following the rule from the anchor chart. The students will be able to think and talk about the story, identify the events and make connections. The students will be able to identify that fiction books are made up book by the author. The students will be able to identify that fiction books are made up book by the author. The students will be able to identify that non- fiction books are about real things, people, events and places. Whole group introduction/warm up – 10 m Explain sustained reading. Create an anchor chart with students about the different things they need to in order to read independently or with a buddy. Discuss and explain text to self-connection is when we think about the things that have happened in the text and we have experienced something similar. The student will split off in 3 groups. Discuss and explain that fiction books are made up story by the author or fake story. Students will be exposed to fiction book poster. Read a fiction book. Discuss and explain that fiction books are made up story by the author or fake story. Students will be exposed to fiction book poster. Read a fiction book. Discuss and explain that non- fiction books are about real things, people, events and place. Students will be exposed to non- fiction book poster. Read a non-fiction book. Students will hold up their fiction and non-fiction books from their CAFÉ box and explain why referring to the posters. Independent or group task –30 m (Group 1 names) There will be no independent task for students The group will read ‘Getting Dressed’ picture book. The teacher will read and stop and model text to self-connection ‘I do’. The students will make text to self-connection while reading ‘we do. The students will be pair up to make text to self-connection ‘you do’. There will be no independent task for students. There will be no independent task for students. They will hold their fiction and non- fiction books and explain why. (Group 2 names) The group will read ‘I SPY Shapes’ picture book. The teacher will read and stop and model text to self-connection ‘I do’. The students will make text to self-connection while reading ‘we do. The students will be pair up to make text to self-connection ‘you do’. (Group 3 names) The group will read ‘The Hangry Giant’s Baby’ picture book. The teacher will read and stop and model text to self-connection ‘I do’. The students will make text to self-connection while reading ‘we do. The students will be pair up to make text to self-connection ‘you do’. (Group 4 names) Reflection – 10 m The students will be able to understand sustained reading by following the rule from the anchor chart. The students will understand the text by thinking and talking about the story and identify the events and make connections. The students will be able to identify that fiction books are made up book by the author. The students will be able to identify that fiction books are made up book by the author. The students will identify that fiction books are made up book by the author and non-fiction books are about real people, things, events and place. Assessment . Observing students throughout the activity. Observing students making text to self-connection while reading the text and buddy talk Question and answer and observation throughout the activity. Question and answer and observation throughout the activity Question and answer and observation throughout the activity. Identifying fiction and non-fiction book and explaining. Evaluation Were children engaged in the lesson/experience/activity? How?: Were resources used effective? How?: Was the format of the lesson/activity/experience effective e.g. introduction, dispersal techniques, timing, organisation of the experiences etc Were your learning intentions achieved? Supervising teaching comments: The Anchor Chart was a good visual aide to teach students about Sustained reading. When nerves and your lesson may not go to plan stay calm and go with the flow of the lesson. You need to be adaptable always. Please keep to the time duration of the lesson. Good projection of your voice and using STOP, LOOK and LISTEN to get student attention. To assist in behaviour management remember to use the happy and sad face. Your explanation of fiction was very thorough. The poster you used was a fantastic visual aide. It was excellent to you asset prior knowledge by asking, “What is fiction?”. It was good how you stopped throughout the book to discuss with students. It was good how you questioned students to see if they understood. You may like to discuss the features of a fiction book (page number, sub heading, index, glossary, contents page) You kept to the allocated time frame. Students were very engaged and enjoyed your reading. Good use of the non-fiction poster. It is important at this age you repeat what you are wanting to say. ‘This book is about true fact.” Good behaviour management and control. In the non-fiction book it had photo graphs not pictures. Also it’s not a story. It is an information book. Also by saying, “Who has seen this..” is not related to a non-fiction book. It is more students making a connection with the book. It best to ask, ‘What is factional information in this book.” Please keep to the allocated time and plan ahead. Think about where do the students need to be next? Good lesson. The students enjoyed the visual literacy. Your language is more explicit and related to fiction and non-fiction books. Good projection of your voice and using STOP, LOOK and LISTEN to get student attention. To assist in behaviour management remember to use the happy and sad face. You kept to the allocated time frame. Fantastic questioning to see students understanding. Good examples in this session of fiction and non-fiction books. Fiction – dragons / talking dogs/ fairies Non-fiction – Countries, food, sport, animals, cooking… Your confidence has increased. Very good behaviour management and you kept to the allocated time. You kept to the allocated time frame. **Dear ECP327 students. This planner is provided to give you an idea of how you might structure a five-lesson planning table. You will need to ADAPT this for your chosen learning sequence. Using a planner like this is not a requirement for the assignment, but you may find it helpful.