Observation of Faye 29-5-13

29 May

Diary Sheet when Visiting & Observing other Classrooms

 

Date: 29/ 05/2013                                            Term:  2                                               Classroom:  H                          Observer: Alicia Kyle

What learning is going to happen during the visit: – Discussed prior to visit

Faye will be taking an Oral Language lesson within her classroom. The focus is on getting the children to speak clearly when they talk and to correctly enunciate words.

 

Date

Description of practice

Reflection/ comments:

Future Steps

29-5-13

 

 

 

 

 

Children found their talking partner.

 

Teaching station was used to display the Learning Intentions and Success Criteria.  

The Learning Intention of the lesson:

W.A.L.T…clearly enunciating our words correctly and carefully.

The success criteria:

-open mouth wide

-Throw voice (do not shout)

-Pronunciation of words correctly.

-Use the tongue correctly to form letters correctly. –focusing on the vowels.

 

Warm Up exercises:

Faye for the children to:

Wide open mouths (no noise). This should not hurt.

Close the mouth and move the lips around.

Open the lips and move the mouth around.

Poke tongue out and in, up, round, side to side and down. Try to touch the chin.

Breathe through their nose and out of their mouths slowly.

In through the nose, stop when running out of breathe and start again.

Activity: Tricky Sentence to pronounce.

‘Unique New York’

Faye got the children to try it as a class.

Discussed when the children’s tongues moved to the top and bottom of their mouths.

Faye then discussed with the children about how when we talk faster our tongues get lazy, we cant do this we need to make our tongue work.

Children say it out aloud three times while Faye listens.

3 children were then asked if they would like to have a go by themselves.

Faye reminded children to focus using their tongue (referred back to S/C).

Activity: Yellow Butter

(read from Big Book)

Read aloud as a class.

Faye stopped after some lines and told the children to start again and focus on pronunciation of all words and their ending, especially the ‘k’ and‘d’.

Children went through these three times.

Children then were split into groups e.g. year 5 boys read one section while the other year groups read the other lines.

Activity: Talking Partner- Tongue Twister.

The children went away for 5 minutes and practised with their talking partner.

Children come back onto mat.

5 children are selected to give feedback (they were told before they were sent away).

Each pair is given a paper strip with a tongue twister on it. (All the same).

Faye said aloud to the children, they did not understand the word rues, what it meant.

Some children struggled with saying and relating to the tongue twister.

Children came back onto the mat. Faye discussed with them that the aim of saying the tongue twister was not to say it fast, but slow down and concentrate on clearly enunciating words.

Children were asked to refer back to the S/C.

5 children are selected to come up in front of the class and say the twister.

Feedback Model was then introduced

5 more children are selected to do this.

 

Self assessment is then carried out by the children, with Faye leading it.

Using their thumbs the children show how they feel about their progress so far.

Up- good

Middle- ok

Down- not goo

Faye read through the S/C and they assessed themselves.

Summed up and then said what they now need to focus on for the next lesson in Oral Language.

Already knew who their talking partner was made the situation flow and easy to begin.

 

 

 

 

 

 

 

 

 

 

The success criteria were co constructed with the children so they had discussed previous what they thought they needed to do in order to reach their goal. Intention.

 

 

 

 

 

 

 

 

 

 

 

I thought these exercises where great for the children to use in order to warm up their lips, mouth and tongue for talking.

GREAT IDEA

Really made them have to use all of those facial body parts and focus on preparing for the lesson.

 

 

 

 

 

 

 

 

 

Really great for the children to start to recognise that they do use their tongues when they talk and that they need to make sure they move sharply and correctly in their mouth to make a clear and correct sound.

 

 

 

 

 

I liked how Faye used positive talk with the children to allow them to know they were concentrating on the pronunciation of words and focusing on speaking slowly and clearly.

 

 

 

I found it interesting that 2 of the 3 children didn’t say it correctly. It shows it definitely is an issue with the way they speak aloud.

 

 

 

 

 

 

 

Focusing on the end of word and their sounds made the children more aware of their pronunciation and they really started focusing on doing this correctly.

 

aye used a pointer for children to follow as she read.

 

 

This looked like a wonderful resource. I have never thought about separating children into groups and reading aloud different sections – this was lots of fun for the children and it sounded incredible.

 

 

 

 

 

 

 

 

 

 

 

Selecting the children to give feedback before sending them away means they will make sure they are focused when working with their buddy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The feedback form was laid out on a laminated sheet- this was easy for the children to see and right in front of them to focus on.

 

 

 

 

 

 

 

 

 

Have the Learning Intention and Success criteria displayed on the wall for the children to see all the time so in other areas taught the Learning Intention can be integrated and used in a range of subjects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

You may have been better to have explained what the word rue meant, or what they tongue twister actually meant, before sending children away as it seemed to throw some children off and they seemed a little confused.

 

You could give every group a different tongue twister to say. This means they have more variety and they are listening and trying a variety of twisters, not just the one.

 

When the children are working away from the mat it would be good for you to roam around the room and see what they are discussing as some children were off task and not actually having a go at saying the tongue twister.

 

Having the Feedback form displayed larger on the wall is a great idea too as it allows children to use this language in other subjects and also gets them to have reference to it when they are working away from the laminated cards and can just look up to the wall for help or reassurance.

 

 

 

 

 

 

 

 

 

 

Next steps/ to think about:

 

  1. Have the Learning Intention and Success criteria displayed on the wall for the children to see all the time so in other areas taught the Learning Intention can be integrated and used in a range of subjects.
  2. You may have been better to have explained what the word rue meant, or what they tongue twister actually meant, before sending children away as it seemed to throw some children off and they seemed a little confused.
  3. Instead of giving all the children, and their talking buddies, ONE tongue twister you could give every group a different tongue twister to say. This means they have more variety and they are listening and trying a variety of twisters, not just the one.
  4. When the children are working away from the mat it would be good for you to roam around the room and see what they are discussing as some children were off task and not actually having a go at saying the tongue twister.
  5. Feedback form displayed larger on the wall is a great idea too as it allows children to use this language in other subjects and also gets them to have reference to it when they are working away from the laminated cards and can just look up to the wall for help or reassurance.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Positives of lesson:

 

  1. Talking buddies used- an accepting and encouraging way to work through an activity and also to share strengths and weaknesses and encourages cooperating with one another no matter who or what it is.
  2. W.A.L.T and success criteria on digital teaching stations, all children can see. They know what to do and what is expected of them to do well and they know they can achieve it, which means it will be a more reachable goal/ activity to complete.
  3. Success Criteria is created as a class by collaborating together ideas and thinking about what makes a good, clear speaker(previous lesson brought up to revisit what you did)
  4. Using warm up exercises was a GREAT activity for the children to do. They were preparing themselves for talking and using all their mouths, lips and tongues. I will definitely start using this in my own class and to prepare the children for talking
  5. Using the speaking activity: Yellow Butter was wonderful! I loved how the children split into groups and read sections aloud at different times. Lots of fun and the children were bubbling and excited about this task!

 

A note from Miss Kyle: You show a lot of strength with the subject Oral Language. You are always modelling clear pronunciation of words with the way you speak to the children in your class. I enjoyed watching you demonstrate and teach the warm up exercises- it was wonderful to see both the children and yourself enjoying the activity.  I also loved how you used the large book with the sentence about Yellow Butter. The children enjoyed this activity and I loved how they all read different sections. I had never thought about teaching Oral Language in this way. It was a great, well thought out lesson.

 

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