Archive | March, 2014

Phonics Observation of Charlotte Hub 5/ 6 01/04/2014

31 Mar

Observation of Charlotte
Hub 5/ 6

Stage 5:

Notes/ observations:

-Shows sounds of old sounds before mixing them with new sounds for revision section of lesson.
-Robot first words of revision before reading them aloud as sometimes children got confused.
-’Sh’- “what is that sound called?” A Digraph- stops children on sound and explains (gets them to explain) what the sound is.
– Line to write sentence and word on (draw on whiteboard) allows the children to form their letters correctly with size and sitting on the line.
-Tick in corner box for sounds correct.
-Tick above letter for sound correct when writing sentences.
– Goes through all the key words on list to spell with children, and even puts some in to revisit from previous lessons.
-Changes middle, beginning and ending of phoneme sounds to challenge children when writing words.
– Charlotte revised writing words BEFORE previous lesson words writing.
-Photocopy and laminate sheets to have beside you, not as bulky and as big as a manual.
-Think about assessing and levelling children, so we (each teacher) can target one level throughout the hub to move and progress children.


Staff Meeting 01/ 04/ 2014

31 Mar


Staff Meeting           01/ 04/ 2014

Sarah Martin-

Whole staff


Planning (concept)

Slideshow- what we are aiming to achieve in our ‘topic’ concept.

Self Reflection: When did you last learn powerfully?


What were you doing?

Phonics learning. I was learning about how I could teach and use Phonics in the classroom with learners. I had time to then go away and look through the manual and see how to implement and teach Phonics in the classroom. I then watched a video/ DVD after I had some time to process the information I had learnt from the discussion as a group and from reading the manual.

Who were you with?

This was a session run with a small group, with one main leader of the session. We discussed it’s purpose, what the reasons were for teaching Phonics. It was good to have someone next door to bounce ideas and questions off (Anita). She had already had experience using Phonics in the classroom and it made me more aware of how and what I can do to teach Phonics well. I had time for myself after to process the information and then watching the DVD a few days later allowed me to revisit and revise what I can do to teach Phonics effectively.

What conditions were present?

Calm, comfortable and familiar environment. Small group when we discussed and independent time. Time to process in my own time, no rush. No pressure from others and no real ‘restriction’ on how to teach it and how to learn about it. I had control and no rules or pressure to achieve or teach it well straight away, time to experiment.

What can we take from this in designing learning for our kids?


Takes time to process what we are learning. Give children time to work in small groups and then some time to work independently. Working with someone you trust. Learning from getting out of the comfort zone. Getting in the pit and trying to get out. Emotional attachment/ relationships with others and can learn from them e.g. Anita- respect her so will learn from her. Safe and supportive environment allows us to learn more.


Its about the attitude and the desire to extend who you are as a learner.

We have to make ourselves learn, put ourselves in the drivers seat.

Find a passion to extend yourself in your career.


Time for B.S out of Hub groups about what ideas we want to focus on- what is a need within the whole school community?

Time for work in hub groups to plan and decide on concept topic (more planning and time spent on this to come throughout the next few weeks)


Staff Meeting 25/ 03/ 2014

24 Mar

Staff Meeting 25/ 03/ 2014

Sarah Martin-
Whole staff
Discussed the growth process. She discussed what the leadership team have come up with in design details and what may happen using the process.

Induction Session
New Staff

Reviewing the process of induction with the new staff- using the google doc

Phonics: 19/03/2014

19 Mar





(Refer to notes on Phonics Training Powerpoint)


Important terms and ideas to use in Phonics:



the smallest sound you can hear in a word



the written form of a phoneme

a grapheme can have one letter, two letters (digraph), or three letters (trigraph) or more



an aid to memory (eg: in phonics, mnemonic stories are used to help children remember new phonemes)


cvc words

consonant vowel consonant words (eg: cat, dog, pig)



a grapheme with two letters for the one phoneme (two letters, one sound, eg, sh as in shop



a grapheme with three letters for the one phoneme (three letters, one sound, eg igh as in light



the skill of combining individual sounds together to make one word; used for reading



the skill of breaking a word into the smallest sound; used for spelling



words that start with the same sound (eg: Peter Piper)



regular succession of strong and weak elements



words that sound alike (eg, cat, mat, sat)



a unit of spoken language larger than a phoneme and containing a vowel sound


Nursery rhymes- rhyming is really important. Children are not exposed with these rhythms as much as they should be. You can use these to help children understand what rhyming is and how it works as examples in a fun way and expose them to these.


Creating silly sentences – using the Phonics terms as focuses for each lesson and ideas taught.


Stage 3-4 is where children are needing to be targeted at before school and in their first year of school.

Need to be taught in and with stage 5 – 7 when they are year 2/ 3- LEVEL / AREA to focus on with class.

Look at stage 5-6 as a teaching area for when working with my groups in Literacy in Hub 1 2014.


Pronunciation Chart (Page 28)- VERY important.

e.g. r is not ri its rrrrrrrr (stretch it)

Stretching out words and bouncing when we need to.


DVD is available to borrow to look at and watch through.




Always follow the same order as the manual:

1st- Hear

2nd- Read

3rd- Write

4th -Revise


Assessment page is on 62- check if there is a Stonefields assessment sheet.– Training- videos

Videos and examples on how to teach Phonics using the manual and systems


Children sitting in a horseshoe shape.

Phonics resources all in the same location- whiteboards/ markers.

Phoneme fingers.

Robot the sounds- breaking down all the sounds e.g. H- I- LL

Karate chop the phoneme.

Staff Meeting 18/ 03/ 2014

17 Mar

Staff Meeting 18/ 03/ 2014


Sarah Martin


What language matters for us teachers and how do we want to be perceived by colleagues, by staff.

Time for school and for self, make it your own effort to ensure both are balanced.

Don’t think about time and using rushed language with the children. Think of slowing things down and using really engaging and relaxed language and reinforce with the Learner Qualities and the Learning Process.  

Ensure we welcome visitors, show we want them to be welcomed into our school and be really positive towards them. Be examples to our children with our behaviour, e.g. in assembly do not talk to others beside us in assembly or pick up rubbish and positive talk.


Reputation can be like a balloon, one small incident (pin) can pop all of things we have worked hard for. Don’t let all we have worked hard for be destroyed with one small incident.


Growth process:

What we want year 8 students to leave with when they leave Stonefields School-


Breakthrough- tag aspects of visions.


Doesn’t have to be context specific.




Discussion as a group and notes on board by Sarah.

Discussion as a group around why/ what/ how/ where and what is required.

Drafts are now going to be put together to connect people into the right places.

Staff Meeting 11/ 03/ 2014

17 Mar

Staff Meeting 11/ 03/ 2014


Staff Meeting 04/ 03/ 2014

17 Mar

Staff Meeting 04/ 03/ 2014


Sarah Martin


Admin details:


Lock up procedure-


Last one out, lock up the Hub- share with one another.

All equipment in the Hub at the end of the day- check all is put back inside.

Close the windows.

Sandpit needs to be covered and toys are locked away each day.


Discussion about how we are utlising the sites environment to plan and show growth in student learning.  This session will be an opportunity to share ideas and dialogue who our planning is for.  Wondering does having planning public change what we have been historically doing or not?  

Is our planning for the teacher or is it becoming more for the learner?  

What are the possibilities?