Date: 24/11/16
Literacy and Numeracy Log
| Learning
(Describe the detail of learning developed via the lesson.) |
Description of lesson or activity and lesson organisation
(Note organisations used throughout e.g. individual learning, paired discussion.)
|
Student teacher role
(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.) |
Comments e.g.
To what extent did pupils engage with the learning experience? To what extent was the learning achieved? What would be appropriate next steps? How effective was your contribution to the lesson? How do you know? |
| LITERACY & ENGLISH
Pupils were learning to: Differentiate nouns, verbs and adjectives.
No CfE code available.
|
Grammar. Nouns, verbs and adjectives.
CT asked class what each was.
Class then given two tasks: One had to create silly sentences using grammar cards. (N,V + A) The other was a worksheet which had a word bank at the bottom which had to be split into three columns of nouns, verbs and adjectives.
If pupils were finished this task they would move onto an extension task on comparative and superlative adjectives.
The teacher began using comparatives by using pupils/objects. Eg. Child A is tall, CT is taller, ceiling is the tallest etc.
Then pupils had to use words and think of the superlative. Eg. Big, bigger, biggest. |
O
O/A
O/A
O
O/A
|
There was a huge range in abilities during this task.
All children knew what each was, however, struggled to differentiate them.
|
General Log
| Time
|
Description of lesson or activity
(Detail lessons throughout the day.) |
Student teacher role
(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.) |
Comments e.g.
To what extent did pupils engage with the learning experience? To what extent was the learning achieved? What would be appropriate next steps? How effective was your contribution to the lesson? How do you know? |
| 9.00
9.10
9.25
9.30 |
Prayers and register
Reading. Within each group the children have reading partners in smaller groups of two or three. Each group had a different book.
After reading for around 15 minutes, the class spoke about reading strategies. The strategies discussed were: predicting what will happen in the book, asking yourself if you like the book and what is your favourite and least favourite part and considering character/setting.
The class also spoke about the high 5 rule for summarising. This was illustrated on the I.W.B.. Some of the points were predict, summarise thoughts, highlight key parts, discuss and complete opinions.
See Literacy and English log. |
O
O/A
O
O
O/A |
On the whole the pupils read well and focussed well on the task. Some groups were quiet when reading although none of them had any real problems with the task. |
| Interval | |||
| 10.50
11:35 |
Watched a BBC Event, Authors Live. The author of the day was Lauren Child.
The author discussed her work such as ‘Ruby Redfort’ and ‘Charlie and Lola’ along with other novels and characters.
In the video, the author was asked Qs by children from primary schools, both in studio and from twitter.
This was because it was Scottish book week and it is aimed at children at primary school level.
Whilst the class watched the CT began to make examples of the hot chocolate reindeers for the afternoon session on Christmas enterprise.
The class then went into the ICT suite, where they researched Lauren Child.
They did this in their same reading groups as in the morning and after 15 minutes researching Lauren Childs, they had to research the author of the book they have been reading.
|
O
O/A |
At the beginning, the class were very engaged and focussed on the video. However, the class became restless as the video kept buffering and it was 45 minutes long.
|
| Lunch | |||
| 1.00
1.05
2.10 |
Prayers.
Drama/Topic.
Class told to get their topic jotters. They had previously decided routes for their Scottish band tour using an atlas.
In their band groups, they would have to agree on and come up with answers to questions which they would be asked in an improvised ‘band interview’.
The CT was the interviewer who would ask the questions, such as ‘How much are tickets?’, ‘Where will you be playing?’ etc.
I helped one of the band groups prepare their answers, who needed a bit of encouragement.
The success criteria for this activity was that they had to get up in front of the class, be confident and answer at least one question.
After this, the class were then given a KWL worksheet to fill out on new science topic. Asking what they know and what they would like to know.
Christmas Enterprise.
CT and I went round the class helping pupils create hot chocolate reindeers for their enterprise. |
O/A
O
A
O/A
O/A/L |
The class seemed to really enjoy this type of lesson. They were very enthusiastic about creating an image for their band and considering and creating allsorts of different questions that they may be asked.
Even the children who were more shy than some of the others really go into it and contributed well.
Pupils also really enjoyed and were very excited about their enterprise. All contributed well and were very well behaved. |
