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    Semantic Cards Teaching Strategies Goals

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    Weekend handwriting lesson plan. Aims to teach students how to write sentences about what they did on the weekend. Uses semantics cards and a whiteboard for students to copy sentences directly from. Assessment: Assess whether students can use the sounds and their prior knowledge of words and letters to write their own sentences. Challenge the students who are able to write more than one sentence. Have all the students attention a constant scanning use and refer to the semantics cards. Encourage students to look at the word wall.

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    Semantic Cards Teaching Strategies Goals

    Uploaded by

    api-319564503
    100 views2 pages
    Weekend handwriting lesson plan. Aims to teach students how to write sentences about what they did on the weekend. Uses semantics cards and a whiteboard for students to copy sentences directly from. Assessment: Assess whether students can use the sounds and their prior knowledge of words and letters to write their own sentences. Challenge the students who are able to write more than one sentence. Have all the students attention a constant scanning use and refer to the semantics cards. Encourage students to look at the word wall.

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    Weekend handwriting lesson plan. Aims to teach students how to write sentences about what they did on the weekend. Uses semantics cards and a whiteboard for students to copy sentences directly from. Assessment: Assess whether students can use the sounds and their prior knowledge of words and letters to write their own sentences. Challenge the students who are able to write more than one sentence. Have all the students attention a constant scanning use and refer to the semantics cards. Encourage students to look at the word wall.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    100 views2 pages

    Semantic Cards Teaching Strategies Goals

    Uploaded by

    api-319564503
    Weekend handwriting lesson plan. Aims to teach students how to write sentences about what they did on the weekend. Uses semantics cards and a whiteboard for students to copy sentences directly from. Assessment: Assess whether students can use the sounds and their prior knowledge of words and letters to write their own sentences. Challenge the students who are able to write more than one sentence. Have all the students attention a constant scanning use and refer to the semantics cards. Encourage students to look at the word wall.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    LESSON PLAN

    Lesson Topic/Focus:

    Weekend handwriting

    Date:

    22/06/2015

    AusVELS Domain(s):

    English

    Year level(s):

    Foundation

    AusVELS strand (s):

    Literacy writing

    Lesson duration:

    AusVELS sub-strand(s):

    Creating texts


    Learning Target
    Visible targets for learning which
    I can recount information about my weekend.
    the children are aware of.

    Assessment:
    Assess whether students can use the sounds and their prior knowledge of words and letters to
    write their own sentences about their weekend.
    Sound out the words to form sentences.
    Challenge the students who are able to write more than one sentence.

    Teaching focus:
    Have all the students attention constant scanning
    Use and refer to the semantics cards
    Focus on time management
    Behaviour management strategies hands on head

    This is the third time I will be teaching weekend writing I will use my feedback to improve on my
    lesson planning and teaching further.

    Different teaching strategies were
    Background to the learning:
    implemented to enhance the
    A.
    Teacher
    different learning abilities of the
    Who, what, when, where cards semantic cards
    children in the classroom.
    Encourage students to look at the word wall.

    B.
    Student

    The students are familiar with writing sentences about what they did on the weekend.

    Some students need extra support small whiteboard on their table for them to copy the sentences
    directly from.
    James, Sukhman, Ashuel, Annie, Nina,

    Some students work better when they discuss what they did on the weekend before writing their
    sentence
    Jonathan, Sanjay, Luke, Danyon,

    Resources to assist childrens
    Lesson resources:
    learning
    White board
    White board markers
    Writing books
    Semantics cards who, what, when, where.

    Lesson content:
    A. Introduction
    Students gather as a class on the floor.
    Today we are going to write about what we did on the weekend.
    I want you to think about what you did (who, what, when, where) and TTT to
    your partner and share with them.
    Get students to share what their partner did on the weekend rather than what
    they did to ensure they were listening.
    B.
    Development

    Use one of the students examples and model it on the board.
    What, who, where On the weekend I.
    What goes at the start? What goes at the end?

    I want you all to focus on the comprehension do the words make sense
    If you dont know how to spell a word do you ask the teacher?
    What are some different strategies or things in the room that can help you?

    -Word wall, sentence strips, first sound, last sound, stretchy snakes.

    Rub off the example sentence to ensure students are not just copying when
    they return to their tables.



    C.
    Consolidation, practice, extension





    Children return to their tables some are allocated tables
    Teacher/s rove helping but not giving answers to spelling.
    Once students feel they have finished they can bring their sentence to the
    teacher for correction

    Early Finishers- Extension Activities:
    Draw a picture to accompany their sentence.
    Power Reading
    Literacy games

    D.
    Closure-

    Spot light some students of varying abilities can share their examples.


    Post-lesson review and evaluation:
    I felt this lesson was a success. Dividing the children up into smaller groups to suit their individual
    learning needs really enhanced their learning and engagement with the task.

    Again, I need to focus on watching the time as we ran out of time and many students did not complete
    the task.


    Lesson/activity transition
    Step 1: Upon completion of the closure discussion students will be sent back to their tables to clean

    up crayons and pencils and put away their books.

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