Posted in Music

The cup song

Can be done with objects or bean bags.

Sit in a circle with a bean bag/cup infront of them. Everyone claps once, tap left hand, tap right hand, clap, pick up the bag/cup and pass it left. Start off slowly and then increase the pace. Talk to them about beat and tempo.

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Posted in Music

Mrs Macaroni

“Here comes Mrs. Macaroni,

Riding on her snow white pony,

In the land of glory, glory

This is …… special day.

‘Phoneme’ x3  for ‘name’

‘Phoneme’ x3  for ‘name’

‘Phoneme’ x3  for ‘name’

This is ‘name’s special day”

Children to stand in a circle and tap the beat on their legs or clap. One child to stand in the centre then skip around when the singing starts. They pick who’s special day it is and link arms and skip around the group/do a dance move. They then sit down and the chosen child stays in the middle.

Posted in Time Fillers

Time Fillers

  • Spelling bee: Go from desk to desk and have them spell. Or do boys vs. girls
  • Pictionary: Draw on the board and have the kiddos guess what it is. I try to relate it to what they’re studying at the moment.
  • I spy: Pick an object in the room and they guess what it is.
  • 4 corners: One person is ‘it’ and they close their eyes. The other kiddos go to the corners in the room. It person calls out a number 1-4 and if kids are in that corner, they are out.
  • Heads down thumbs up 4-5 kiddos are ‘it’. The rest put down heads and thumbs up. If their thumb gets touched, they tuck it in. Call out “Heads down thumbs up!” and if they were touched, stand up and guess who touched them.
  • Telephone: Say a phrase or word and have it pass person to person.
  • Hangman (or word man without noose lol): Kids guess what word. Again, I try to relate to topic/theme.
  • High/low: Math game…I wrote a post for it.
  • Who’s the Judge: Person has back turned to class. One at a time the kids come up and talk in a funny voice and the ‘judge’ has to guess who it is.
  • 20 questions: The ‘it’ person has an item/object in mind and the class has 20 questions to get it.
  • Silent ball: Students sit on desks or in circle and toss the ball. Good for non verbal communication!
  • Around the world: Multiplication facts or any subject really.
  • The silent game: This is to see who can stay silent the longest.

http://www.journeyofasubstituteteacher.com/2012/08/quick-time-fillers.html

Posted in CPD

Speech and Language Twilight

Notes from twilight training on speech and language

Somerset Partnership NHS                    – Ruth Wood

 

1/10 children have a S&L difficulty – roughly 3 per class.

Children who are more likely to have S&L difficulties:

  • ASD
  • SLI
  • ADHD
  • Learning difficulties
  • Dyspraxia
  • Dyslexia

 

Causes:         Developmental

Environmental

Physical

 

Children whose speech, language and communication are not resolved by 5 ½ are likely lifelong.

 

Environment:

  • Visual materials
  • Routines
  • Build self esteem
  • Multi sensory teaching

 

  • Now, Next, Then boards – only use symbols for key words
  • Working walls
  • Writing messages to pass on
  • Visual timetable
  • Visual rules for groups
  • When repeating, keep language simple and the same – don’t rephrase as they may still be processing what you first said
  • Can you tell me what to do? If I just walked into the room how would you explain what we’re doing?

 

www.talkingpoint.org – parent friendly

EY Fact File – idea of what happens at different ages (photocopies of some pages are in Misc section of folder)

 

Speech – sound ladders

 

Vocabulary – takes 30-40 times of hearing a word to pronounce correctly

  • Provide topic vocab sheets with pictures and words/vocab board
  • Pre-teach vocab
  • Encourage the child to show you or draw it
  • Word learning framework (shown in Misc section of folder)
  • Set up vocab support group
  • Key words in relation to specific vocab to support recall
  • Personal dictionaries
  • Fuzzy words – they put words in and then spend a focus session on them

 

Review

80% of what we learn is lost within 24 hours if not reviewed

 

Activities

  • Appropriate to stage, not age
  • Experience for themselves
  • Differentiate
  • Paired work
  • Multi sensory
  • Record information – interviews and then think about their own speech, too fast or too slow? Tortoise or race car?

 

Telephone Advice Line – Mon-Fri 9-12

Occupational health, physio and language

03030 333002

 

Fishing game –        Initial sounds

Hearing phonemes

Can make it with the child so that they hear the words lots of times whilst preparing the game

 

Model the use of ‘because’

 

 

 

Attended on 08.11.2016

Posted in KS1 Lesson Plans

Y1 Science – Properties of Materials: Twinkl PPT & Worksheets

Class Learning Objective:

  • To describe the simple physical properties of a variety of everyday materials by testing different objects.
  • To identify which materials have certain properties.
  • To identify what materials objects are made from.

 

Extension and Enrichment Opportunities:

Produce a brief summary of what they learnt: What did they find out? Think about what could they do to further their knowledge? Did anything surprise them? Use pictures to support writing.

Support and Scaffolding Opportunities:

  • LSA and my own support
  • Word mats with pictures
  • Differentiated activities

 

Planned assessment opportunities:

Formative assessment – Feedback when discussing with the child/small group

Can they tell me what they have learnt?

        Can they feedback their findings to the rest of the group?

        Look at their record sheets from the lesson to assess understanding

 

Success Criteria:

‘I can identify which materials the objects are made from’

‘I can test materials to see how they behave’

‘I can choose words which describe how materials behave’

 

Lesson Content:

 Terminology:

  • Behave
  • Record
  • Test

Terminology as listed in ‘Activities’

Introduction: 

Introduce lesson using Twinkl PPT and discuss previous learning as a whole class.

Activities:

Children collect different items from around the classroom and discuss their properties.

Separate children into different groups to explore different properties – waterproof, not waterproof, absorbent, non-absorbent

 Discuss with the class what they had learnt from their session with Jo, can they tell me key terminology and examples of what they found out? Explain transparent and opaque using examples – paper/plastic bottle

 Give each table a material at a time, they can discuss what it is made out of as a table and then give suggestions to the whole class. We then discuss the materials and whether they fit in the opaque or transparent categories and then complete their grids. Go through the items on the sheet.

Extension:

Each child picks 3 objects from around the room – is it opaque or transparent? Write those two titles and then write/draw pictures of the objects in the appropriate space.

Plenary: 

Can each group give feedback to the rest of the class as to what they found out?

What did they find out about different materials? Use terminology.

Can we think of any other example of materials with these properties?

Where do we see these properties in everyday life? Wellies made from plastic because it’s waterproof, windows are made from glass so that they are waterproof can we can see through them. Do some of these objects have more than one property?

 

Deployment of TAs:

Support by using terminology and encouraging them to do so

Question their learning: Can you tell if it’s bendy or not bendy by looking at it? How do you know this? Do some materials bend more than others?

 

Posted in KS1 Lesson Plans

Ice Queen Writing – Literacy Y1

Class Learning Objective:

To produce a story map depicting a story of their own creation using the character the Ice Queen.

Most of the class should be able to discuss the structure of stories and converse with others to create a story map of a new story involving the Ice Queen as a character. These should be drawn on a story map.

Some children should be able to write a few key words and draw pictures on their story maps.

A few can write what is happening in their story using full sentences and pictures.

 

NC: English: Composition (Year 1)

  • sequencing sentences to form short narratives
  • saying out loud what they are going to write about

 

NC: English: Reading (Year 1)

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

 

Extension and Enrichment Opportunities:

Write their stories using full sentences.

Support and Scaffolding Opportunities:

Verbal support – discussion and prompts ‘how do you think they are feeling? Where is the story set?

 

Planned assessment opportunities:

Observation during the activity – who is playing an active role in their group? Who understands the activity? Which children suggest ideas? Look at language use.

 

Success Criteria:

  • I can contribute ideas to my group
  • I can understand that I am making a new story and not retelling the original and demonstrate this through discussion
  • I recognise that a story has a start, middle and end and apply this to my own story map

 

Lesson Content:

Introduction:

Children enter the room after playtime and there is a picture of an Ice Queen on the IWB. Children to sit on carpet.

Look at the lady on the board, who is she? Where is she? How do you think she is feeling? What could she be thinking? Talk to the person next to you.

Give children time to discuss and then give feedback.

I want you to pretend that you don’t know anything about the story of the Ice Queen. This is a different Ice Queen. This afternoon, you’re going to work in small groups to make a new story about her. It can be any kind of story – happy, sad, funny, romantic – and can be set anywhere, BUT it has to have the ice Queen as a character. You’ll need to talk with your group and all give ideas to work out what is going to happen in your story – think about what’s happening at the start, middle and end, are there any other characters in the story and where is it set? Then you’re going to produce a story map so that at the end of the afternoon we can have a look at some of them.

 

Main activity:

Number children 1-5 with each group on a different table.

Give each group a piece of paper with lines drawn on the make different sections.

Walk around each group to see who is engaging, who is contributing and who doesn’t understand the activity.

Sit down and prompt groups if they are finding it difficult – use prompts to enable them to think about the kind of story that they want to create, characters, setting and what might happen.

Give little input other than prompts and positive reinforcement.

 

Plenary:

Look at some of the story maps that children have created and ask them to retell their story to the class. Children can then ask the group a few questions about their story to deepen their learning.

Thumbs up if you liked doing his activity, thumbs down if you found it a bit tricky.

 

Deployment of TAs:

Walk around and discuss with groups – ask them to tell her what their story is about.

 

 

Posted in KS1 Lesson Plans, Reception Lesson Plans

Fireworks – Adjectives/EA&D/Art/Literacy

Learning Objective:

To verbally use adjectives to describe fireworks and begin to write them down with support.

Extension and Enrichment Opportunities:

Verbal conversation to think of alternative adjectives used to describe fireworks. To think in depth about what he saw, heard, smelt and what it made him feel.

Support and Scaffolding Opportunities:

Write the adjectives he chose in yellow pen for him to write on top of to support letter formation.

Planned assessment opportunities:

  • Assess understanding through verbal conversation
  • Compare letter formation to previous writing
  • Make note of the language used when describing fireworks

Success Criteria:

  • I can use adjectives to describe what fireworks look/smell/sound like
  • I can draw a picture of what fireworks look like

 

Introduction: 

Class on carpet, discuss with them what they did over the weekend and if they went to a bonfire/saw fireworks.

Explain the story of Guy Fawkes – could look at Firework art and relate it to EA&D.

What do fireworks look/smell/sound like? Whole class select children by putting hands up/choosing those who are not engaged. Model drawing a picture and writing adjectives.

 

Continuous Provision:

  • Firework drawing
  • Using the glitter sand to form letters
  • Art table – mosaic (TA support?)

 

Group Activitiy:

  • Drawing fireworks and then writing 3 adjectives to describe them
  • Write their own name

 

Plenary:

Discuss adjectives for other things such as bonfire, wood, sparkler

 

Deployment of TAs:

Take a group to work with