- The teacher began with an example of modelled reading, by reading aloud to the children the entire story.
- The teacher then moved into an example of shared reading. She pointed to the words as she read, and encouraged the class to read along with her.
9:15 – 9:40am
- Children were seated at their table in groups of 4-5.
- Each child was given a sheet of paper (with writing lines on it). Pens, textas etc were already on the tables.
- The teacher explained to the children that they will all be doing creative writing. Before they were to begin writing the teacher displayed some modelled writing on the board first. The teacher then wrote on the board the sentence “If I had a pet cat that could talk, it would say”….. and the children were to continue writing as they so desired. There was an example of modelled writing by the teacher on the white board, and then the teacher asked for some examples of what you could say. This helped all of the kids to get started. There was also the incentive of drawing a picture relating to what each child had written.
9:40 – 10:00am
- Children were seated at their table in groups of 4-5.
- Children were asked to get out their own individual exercise book.
- The teacher now explained that the class was moving into a time of independent reading. Each child seemed to know what book they were meant to read so they began doing so. Three children at a time would go forward with the teacher and read to/with her. This was a time of guided reading. Only 9 of the 23 students present went forward to the teacher. I assume these are the students who have been struggling with certain aspects of reading.
10:00 – 10:30am
- Children were seated at their table in groups of 4-5
A worksheet was handed out by the teacher which included a find-a-word, spelling questions and other word related activities.
The teacher explained that these worksheets were to be worked on independently. The teacher, myself and another student helper moved around the tables ensuring that each student was on the right track.
10:30 – 11:00am
- Children were seated at their table in groups of 4-5
- 5 separate excerpts from the story about cats at the beginning of the session were given to each student. Glue and scissors were provided on each table.
- The teacher explained to the students that this activity was testing your memory (comprehension) from the text read earlier. The five excerpts from the story were to be stuck into your work book in order of when they happened in the book. The teacher and I then went to around to each table to see whether they had them in the correct order before sticking them in the book. Once this was completed the children were invited to draw pictures relating to the excerpts.
9:00 – 9:15am
- The teacher then moved into an example of shared reading. She pointed to the words as she read, and encouraged the class to read along with her.
9:15 – 9:40am
10:30 – 11:00am