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Observing Lisa Collier Literacy Introduction 22/5/23

By Anonymous

 What I Observed 

  • Call  to attention, "wiggle in close" 
  • Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent"  (link to youtube clip)
  • Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc
  • Sound swap - all involved - using online tool
  • Fluency cards (teacher shows card, students say the sound)
  • Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up 
  • Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word. 
  • Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals) 
  • Fluency sheets - 1 min to read in pairs 
  • Whiteboard CVC words, "say the sounds, write the sounds," nap, cop etc. Opportunity for all to check against teacher version after each word. 
  • Ongoing use of synonyms which would be great for ESOL learners e.g. "Another word for a hole is a pit. Say the sounds and write the word.
  • Handed out picture word cvc cards (reversible) to pairs to write the word to match picture 
  • Lots of VAK (see below)
  • Lots of varied use of movement e.g. make the letter with your body, varied groups (whole class, buddy then independent), using variety of resources (whiteboards then word sheet etc)
  • Heaps of ongoing praise throughout session, and checking in on students (e.g. pastoral care for 1-2 children) 
  • Teacher moves body e.g. getting on the floor with the kids, back to chair
What I Want to Try / Implement in my Practise
Items in bold above
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