space town part 1 - introduction and unit of work …...space town part 1 ‐introduction and unit...

Space Town Part 1 ‐ Introduction and Unit of Work (August 2016)

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Space Town Part 1 –Introduction and Unit of Work

NET SectionCDIEDB

Professional Development

• This is part one of six parts of centralisedprofessional development (CPD)

• Teachers will continue their professional development through three additional cluster meetings on a needs basis

Objectives• To provide an overview of Space Town

• To become familiar with the main focuses of the Programme

• To become familiar with the Space Town teaching and learning resources


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Rationale of Space Town

In Space Town, the teacher’s role is not solely to teach literacy but to guide students to empower themselves with the life-long skills necessary to become self-directed learners

What is Self-directed Learning?

Self-directed Learning

• Read the statements.

• Put a tick under the true column if the statement is applicable for self-directed learning or a tick under the false column if not


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• Self-directed learning is a process that assists students in managing their thoughts, behaviours and emotions in order to successfully navigate their learning experience.

• Self-directed learning emphasises theautonomy and responsibility ofstudents to take charge of their ownlearning.

Self-directed Learning

Forethought and Planning Phase• Analyse the learning task• Set goals towards completing the task

Reflection on Performance Phase• Evaluate performance on the learning task

• Manage emotional responses related to the outcomes of the learning experience

Performance Monitoring Phase• Employ strategies to make progress on the learning task

• Monitor the effectiveness of the strategies employed

• Monitor motivation for completing the learning task

Self-directed Learning Phases

• Motivation o Interest o Value

• Self-efficacy beliefs

• Learning strategies

Factors that affect Self-directed Learning


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• Explicit teaching of different learning strategies

• Modelling and explaining own thought process (metacognition) when applying the strategies to complete activities and assignments

Direct Instruction and Modelling

What can teachers do to help students develop SDL?

• Students practise implementing the learning strategies modelled by the teachers

• Teachers observe and offer help when necessary

• Student-teacher conference

Guided Practice


• Independent practice should naturally follow guided practice

• Students are given opportunities to practise the strategies on their own which can ultimately reinforce autonomy

Independent Practice



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• be confident

• be self-motivated

• persevere

• have high self-efficacy belief

• have high target value

Foster positive learning attitudes


• take charge of own learning• use every opportunity to learn something

new• be willing to make mistakes and learn from

them• be willing and eager to learn• overcome difficulties in learning

Foster positive learning attitudes


About Space TownThe main focuses of the programme are therefore to:

• develop students’ learning skills• develop students’ metacognitive skills

• use formative assessment to inform teaching and learning

• nurture students to become self‐directed learners

• integrate e‐Learning into the curriculum


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Activity• Choose a topic numbered one to six from the

envelope• Move to the table with your corresponding

number • Discuss and record the answers using the

resources on the table • Return to your ‘home’ group and share what

you have learnt

Feedback

• Each group will feedback about one topic

• Other groups provide other information if necessary

About Space TownThe main focuses of the programme are therefore to:• develop students’ learning skills• develop students’ metacognitive

skills• use formative assessment to

inform teaching and learning• nurture students to become self-

directed learners• integrate e-Learning into the

curriculum


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P1 Lesson TimetableWeek

1 SR1 SR2(GR1)

2 SR3 SR4(GR2)

3 PW1 PW2

4 PW3 PW4

Units of Work

Hear We Go2 weeks of 18 sessions in all English lessons

6 Units of Work4 weeks per unit with a focus on Shared Reading, Guided Reading and Shared Writing and Process Writing

Big Books


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Letter Books and Small Books

Small Books – Guided Reading

The introduction of Guided Readers:

• From the fourth Unit of Work, the small books will be used as Guided Reading books

• From the fifth Unit of Work the small books are differentiated

Catering for Learner Diversity

• Students are matched to book levels

• Guided Reading• Differentiated student booklets

• Different grouping • Small books are differentiated


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Content of Units of Work

The Units of Work consist of 3 parts:

• Part 1: The introductory pages

• Part 2: The lesson plans

• Part 3: The assessment checklists

UOW: Scaffolding Students to Achieve the Unit Outcomes

• Look at page 6 and identify:– the writing task– expectation of the writing task– the final task of the unit

• Summarise the assigned session focusing on how students are scaffolded in terms of vocabulary, grammar items, language patterns to complete the writing task and accomplish the final task

• Use the graphic organiser to record the summary• Group feedback

Writing Task Expectation


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ScaffoldingWriting Task Expectation … through Reading

•HFW (word level)W1SR1

• Pelmanism Game‐ sentence pattern (sentence level)W1SR1

• Rainbow Song‐ Adjectives (word level)W1SR2

•WS2‐ Listening Activity ‐Adjectives and vocabulary (word level)W1SR2

•WS3‐ Reading and Writing Activity‐(sentence level)W2SR2

•WS4 – Jumbled Words (sentence level)W2SR3

•WS5‐Jumbled Words (sentence level)W2SR4


•HFW (word level)W1SR1

my is I am

this a it in

on she the no

like six old red

five blue


• Pelmanism Game‐ sentence pattern (sentence level)W1SR1


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• Rainbow Song‐ Adjectives (word level)W1SR2


•WS2‐ Listening Activity‐Adjectives and vocabulary (word level)W1SR2

ScaffoldingWriting Task Expectation … through Reading and writing

• WS3‐ Reading and Writing Activity (sentence level)W2SR2


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ScaffoldingWriting Task Expectation … through Reading (W2SR3)

• WS4 – Jumbled Words (sentence level)W2SR3

ScaffoldingWriting Task Expectation … through Reading(W2SR4)

• Jumbled words (sentence level)W2SR4

ScaffoldingWriting Task Expectation … through Writing

•Spelling Strategy (word level)W3PW1

•Vocabulary Building (toy words) and Toy Song (word level)

W3PW1

•WS6 ‐Draft – Simple sentences about themselves and their toy W3PW2

•Worksheet 6 –Revising‐ Elaborate on an idea using the use the connective and and adjectives

W4PW3

•Worksheet 6 – Editing –spelling and punctuationW4PW4

•Presentation‐Show and TellW4PW4


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•Spelling Strategy (word level)W3PW1


• Vocabulary Building (toy words) and Toy Song (word level)

W3PW1


•WS6 ‐Draft – Simple sentences about themselves and their toy

W3PW2


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ScaffoldingWriting Task Expectation … through writing (W4PW3)

• WS6 –Revising‐ Elaborate on an idea using the use the connective and and adjectives

W4PW3

revising


• WS6 – EditingW4PW4


•PresentationW4PW4


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Phonics•introduce short ‘t’ soundW1SR1

• revisit short ‘t’ sound• Introduce ‘b’ soundW1SR1

• Revisit short ‘t’ & ‘b’ sounds

• Introduce ‘r’ soundW2SR3

•revisit short ‘t’, ‘b’ & ‘r’ sounds•Introduce ‘a’ soundW2SR4

Phonics•revisit short ‘t’ & ‘a’ sounds•sound blending ‘t’ & ‘a’W3PW1

• revisit short ‘t’, ‘b’, ‘r’ and ‘a’sounds• Revisit sound blending ‘t’ & ‘a’• Introduce onset & rime sound blending /at/

W3PW2

• revisit short ‘t’, ‘b’, ‘r’ and ‘a’sounds• Revisit onset and rime sound blending /at/

• Introduce onset & rime sound blending /ab/

• Write the onsets /t/, /b/, /r/on the board

• Write /at/, ab/ underneath the onsets

• encoding

W4PW3

• Revisit sound blending ‘t’ & ‘a’• Revisit onset & rime sound blending /at/

• Revisit onset & rime sound blending /ab/

W4PW4

t b r a

at ab

Onset

Rimes

The Space Town Sessions• The reading sessions are divided into 3 sections

• The writing sessions are divided into 3 sections

Reading:

• Before the Reading

• Reading the Text

• After the Reading

Writing:

• Introduction

• Prewriting/Drafting/Revising/Editing and Publishing

• Conclusion


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Pair/Group/Independent work

Whole class activities

Teaching Strategies for Reading

• Shared Reading

• Reading Aloud

• Storytelling

• Guided Reading

• Home/Independent Reading

Reading StrategiesGraphophonic• The relationship between letters and

sounds• Letter and word shapes, high frequency

words• Blending and Encoding

Syntactic or grammatical• Language structures, word order

Semantic• Constructing meaning from illustration

and text


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Pair/Group/Independent work

Whole class activities

Teaching Strategies for Writing

Process Writing & Shared Writing

• Prewriting

• Drafting

• Revising

• Editing

• Publishing


• develop students’ metacognitive skills

• develop students’ learning skills• use formative assessment to



curriculum


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Metacognition• Students develop an awareness of the thinking

process as they are learning

• Teachers model metacognitive skills and work with students so that they develop the ability to self-monitor and self-assess their learning

• In the Unit of Work, metacognitive skills are developed through the Teacher Talk indicated by:

Activity

• Read My Sister

• Watch the demonstration of the third reading of the Big Book

• In your group discuss:– the purpose of the activity – the teaching strategy the teacher used

• Look at Activity 5 on page 18 of the UOW

• Turn to Page 20 and read the Teacher Talk

• Half the group writes the teacher talk for page 11 of the big book and the other write writes the teacher talk for page 14

Activity


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• use formative assessment to inform teaching and learning

• develop students’ learning skills• develop students’ metacognitive

skills• nurture students to become self-


curriculum

Formative Assessment

ELCG, 2004 p. 191

About Space TownThe main focuses of the programme are therefore to:• nurture students to become self-

directed learners• develop students’ learning skills• develop students’ metacognitive


inform teaching and learning• integrate e-Learning into the

curriculum


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Self–directed Learning

How would you introduce the Self-directed Learning Poster to your students?

SDLA Booklet for P.1 Term 1

SDLA Booklet for P.1 Term2


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Projects

SDLA Booklet for P.2


• integrate e-Learning into the curriculum

• develop students’ learning skills• develop students’ metacognitive



directed learners


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e-Learning

Suggested Websites and Apps Reading Town 1

Reading Town 1

Reading Town 2 & 3


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Suggested Websites and Apps

Activity:

Choose an app or website, interact with it and decide how you could use it to consolidate students’ learning

Creating a Digital Portfolio


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In the Lesson - Resources

• Prepared for co-planning meetings

• Managed (e.g. labelling, laminated, stored, number of copies for activities)

• Adapted for the needs of the students (e.g. content, size)

Resources


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Resources

In the lesson – Classroom Management

Effective classroom management involves:• Structure• Expectations• Functional and instructional Language• Individual and group accountability• Extrinsic motivation (reward system)• Follow-up actions

Classroom Management


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In the Lesson - Environment

• Displays to support students’ learning (e.g. high frequency words, phonic posters, content words)

• Display students’ work to celebrate their achievement

• Displays are regularly changed according to the teaching focus

Environment

Environment


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In the Lesson - Adaptation

Suitable adaptations can be made to suit students’ needs while maintaining the learning outcomes (skills):

• Activities

• Worksheets

In the Lesson – Co-planning

• Come prepared for the co-planning meeting (e.g. textbooks, Units of Work, GE Support Package, resources)

• Discuss how the activities will be taught and resources will be used in Space Town (Unit of Work and GE lessons)

In the Lesson – Co-teaching• Co-teaching reinforces a

collaborative learning environment for students

• Teachers support each other to carry out activities effectively

• Co-teaching provides more opportunities for teachers to interact with students individually/small groups


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Teacher Roles

Effective allocation of teacher roles include:• Defined Roles

• Support

• Position

• Body Language

Teaching of Activities

Effective teaching of activities involves:

• Timing

• Demonstration

• Instructional Language

space town part 1 - introduction and unit of work …...space town part 1 ‐introduction and unit...

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