(Detail lessons throughout the day.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

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?

9.10

9.30

Topic – class worked on a tartan design worksheet from the previous day whilst CT and I prepared chocolate reindeers for school enterprise. CT and I then went round the class helping the children make more of these.

Reading – The class then got into their reading pairs/groups and took turns reading aloud to one another in the group/pair.

The class were given challenge cards from website called twinkle. These were problem and solution, beginning, setting etc and these cards were to be discussed within reading pairs in relation to their book. Eg. The setting group would change the setting and tell the group the same story from their own imagination and what they think it would be like/ what is different about the setting.

O

O/A

O/A

Reading groups worked well and majority were confident in almost all words from book.

Some very interesting ideas came from this task and everyone was interested. Various ideas and thoughts were shared.

11.15

See Literacy and Numeracy log.

O/A

1.40

2.00

Once this task was complete I asked the class to continue and complete their tartan designs from the morning as they were almost finished and those who were finished could read their book quietly.

After this, the PT asked if the class would be able to help to set up the hall for the enterprise the following day.

L

O/A/L

Worked and behaved very well during this task as they viewed this almost as a treat. Even Child L, who is on a behaviour monitoring card behaved very well during this task.

Class cooperated well and stuck to instructed task.

(Describe the detail of learning developed via the lesson.)

(Note organisations used throughout e.g. individual learning, paired discussion.)

(Detail your involvement as observing, assisting or leading learning for specific groups. This should be planned by the class teacher.)

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?

Pupils were learning to:

Spell ‘OUS’ words.

No CfE code available.

CT asked class how to say ‘OUS’ (us).

Then read through words, some of which were dangerous, famous, generous, enormous and various etc.

CT worked with 3 children on extra spelling words, this weeks’ had been ‘wh’ words, such as where and when. These children were also learning a few of the whole class words.

4 groups are then given a task for each word. Eg. Bubble words, capital letters, rainbow writing and backwards writing. The bubble writing group for example would have to write the OUS words in bubble writing and so on.

CT then read through sentences with missing words which had to be filled by a spelling word found in a words bank in the textbook.

The next activity was also from the textbook which was a word matching activity. Eg. Jealous – jealousy, matching nouns to their adjectives.

The extension task (also from textbook), was then to add ‘OUS’ or ‘IOUS’ and then put these words into sentences. Eg. The word glamour – glamourous and then put the word glamourous into a sentence.

Class had to work through focus activity, extra activity and extension activity.

All children understood how OUS was said and could say the rules for these types of words, however, some struggled to follow this up during their tasks.

Often lack of thought and effort into the spelling of words is a problem for some.