I've continued to enjoy my daily discussions and weekly planning with my hub partner.
Looking at assessment data
In assessing students, we've noticed that some children haven't learnt many new letter names/sounds nor the first 30 words over the last three weeks. We're also finding it challenging to get through writing and reading with every child in the 11-12.30 time slot. To address these challenges, we've decided:
I discussed this with my collaborative partner, and we have decided:
* Increasing reading time each day, so we see one reading group before playtime. This is allows us to spend a whole 30mins on phonics and high frequency word learning (10 mins whole class; 20 minutes independent activities)
* Incorporated letter-sound activities for those reading groups that need it, e.g. giving students a simple grid with letters and asking them to put a counter on the letter that makes the 'a' sound etc. Another effective, short teacher-led game involved putting 3-4 high frequency words on the table and asking students to 'swat the one that started with the 's' sound' or 'swat the one that said 'me' etc
* To communicate actively with parents via email and in person, to suggest home activities and celebrate as and when their children have learnt more letters or words
* Thanks to the advice of our team leader, we have lots of new reading activities to help students practise letter sounds and high frequency words (see above!)
Showcasing students' work
I've focused on posting lots of student work this week, to help students feel proud of their work. This has also increased their sense of belonging and ownership of the space. Mindful not to overwhelm students (especially those with additional needs), I've tried to keep displays in separate areas e.g. at the back of the room, on windows, in the corridor. I've tried to keep the area near the front of the room only for our daily timetable and only the visual resources that are required for that session.
Looking at assessment data
In assessing students, we've noticed that some children haven't learnt many new letter names/sounds nor the first 30 words over the last three weeks. We're also finding it challenging to get through writing and reading with every child in the 11-12.30 time slot. To address these challenges, we've decided:
I discussed this with my collaborative partner, and we have decided:
* Increasing reading time each day, so we see one reading group before playtime. This is allows us to spend a whole 30mins on phonics and high frequency word learning (10 mins whole class; 20 minutes independent activities)
* Incorporated letter-sound activities for those reading groups that need it, e.g. giving students a simple grid with letters and asking them to put a counter on the letter that makes the 'a' sound etc. Another effective, short teacher-led game involved putting 3-4 high frequency words on the table and asking students to 'swat the one that started with the 's' sound' or 'swat the one that said 'me' etc
* To communicate actively with parents via email and in person, to suggest home activities and celebrate as and when their children have learnt more letters or words
* Thanks to the advice of our team leader, we have lots of new reading activities to help students practise letter sounds and high frequency words (see above!)
Showcasing students' work
I've focused on posting lots of student work this week, to help students feel proud of their work. This has also increased their sense of belonging and ownership of the space. Mindful not to overwhelm students (especially those with additional needs), I've tried to keep displays in separate areas e.g. at the back of the room, on windows, in the corridor. I've tried to keep the area near the front of the room only for our daily timetable and only the visual resources that are required for that session.
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