Gail Loane Observation - Monday 15th Febraury 2016

Guided Writing - Foul Shot

Circle formation.

Handed out exemplar- what type of writing is it?
Poetry- why?
The way it is set up- goes through what each part of the poem is- elicits prior knowledge around stanzas, sentence structure.

What else do we expect from poetry?

Lots of- think pair share.

Gail reads out poem- follow with your eyes.

What sport is it?
Show me the word or line that tell us it is that sport.

-cricket- is there any information in there that tells us it isn't cricket.

Going for 100% understanding- going through the poem line by line. Checking for understanding.

Put a star by the ball- this is where the action starts.

Student acts out the poem.



If we were to do what Edwin A Hoey has done, which is take a moment in time and create a poem, what do we need to do.
What makes up each line?

Tell us what he is doing.
Verbs-actions
Underline the action words.

Success criteria - Created with the students.

Each line has an action.
Each line starts with a capital letter.
No weasel words- Only the most important/necessary words.

-What kinds of words are not in there? So what kind of words are in there?

Choose a sport or activity
Goes around each student and gets them to say aloud their sport or activity.

Teacher shares a personal experience and demonstrates their 10 seconds of action.

Teacher gifts students languages as she speaks- eases into the water, springs...

In pairs, students act out their 10 seconds.

Back into circle, one student shares their action and class adds language to their movement.

What's your first line?
Students say their first line out loud.

After Lesson Discussion:

·      Structure is effective for all different texts.

·      Didn’t share what the text was – allowed the students to come up with this on their own.

·      Always building up knowledge. Will build up more knowledge about poems over the term. What does this text offer?

·      Make it a discovery. Make the students detectives.

·      Address students current needs, e.g. spelling, through their writing everyday – next steps. Group common misconceptions for taking groups (Could be at the beginning of a Literacy session).

·      Spelling – SpellWrite and Spelling Under Scrutiny.

·      Tutorials – two groups per day. Can sometimes pull back a group even while all others are writing.

Honeycombs for writing.

·      Snippets of My Summer – I felt, I wondered, I noticed. Wanting students to build up their own writing possibilities (Writer’s Eyes). Creating independence.

·      Children need to come up with their own purposes

·      Three/Four quick pieces and then students choose which to go back to and complete.

·      No explicit LO given but talked about right through.

·      Not genre driven.

·      Often what is not expected is what we are going to learn. E.g. simile in an informative text – Why has the author used this? What effect does it have?

·      It is about getting students to discover (pairs) what you want them to learn.

·      Always check in. Could give overnight for them to think of ideas.

·      Visualisation – Present tense (Where are you? What are you doing?)

·      If you are using narrative you will pick one thing that you will draw out. E.g. the use of dialogue without said.

·      The text often dictates what you are going to do. Lead children to what you are looking for – they will get better at this.

1.  Starting Point

-       Context e.g. summer, UOI, ANZAC (What is it that I want them to know? What AO’s does it link to?)

-       Curriculum (How am I going to use Reading and Writing to access this?)

-       Student Need

2.  What do I want them to do?

- e.g. poem about a sport.