Observation - Writing - Target Children

In Class Support Visit

Observer: Kristin Lee                                                                             Date: 11.4.16 Teacher:   Helen Taege                                                                              Lesson: Written Language(9.15-10.00) Goal / Purpose: To move target children to the National Standard of 2P or higher Target Students for writing: Mischa Fraser, Eknoor Singh, Kyza Beazley, Alexander Howes, Adrian Nawabi, Seung Joon Lee, Samie Akbari, Daniel Chen
PTC	Evidence of PTC	Observations
Practising Teacher Criteria Establish and maintain effective professional relations focused on the learning and well-being of akonga. Demonstrate commitment to promoting the well-being of all akonga. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Demonstrate commitment to ongoing professional learning and development of personal professional practice. Show leadership the contributes to effective teaching and learning. Conceptualise, plan and implement an appropriate learning programme. Promote a collaborative, inclusive and supportive learning environment. Demonstrate in practice their knowledge and understanding of how akonga learn. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga. Work effectively within the bicultural context of Aotearoa New Zealand. Analyse and appropriately use assessment information, which has been gathered formally and informally. Use critical inquiry and problem-solving effectively in their professional practice.	3) 10)You used Te Reo to instruct ie asking children to turn around and to listen 6) 11) You have resources that match the levels of writing in your class 7) You asked children to give themselves a clap (in Te Reo) at the end of the lesson. This encourages a supportive classroom environment	-You introduced a class poem called As Long As. You read the poem to your class -You asked the children to think of something they do or see when the sun shines. Children shared to a partner on the floor. -You used your data projector to display the poem format. Above the format you had the learning intention displayed (WALT write free verse poems) -You recorded children’s responses on a piece of calendar paper. -You questioned children’s ideas to get more detail ie one child’s idea ‘like to eat ice cream’ was added to with ‘quickly melts’ -You continued to repeat the question “What else might you be doing on a hot sunny day?” to gather more ideas -You questioned a child on how he could make his idea more interesting -You addressed two children who were talking -As a class you wrote one example together. You recorded “Children bring out their water guns and splash some water on faces” on the document displayed on your data projector -Children read aloud the sentence. You questioned children to identify the adjectives and how to make the sentence even more interesting -You told the children they would be writing their ideas on a doc called As long as which could be found in their drive. You had pushed out the document through hapara and had the sentence starters already typed. You sent children off to use chromebooks and ipads -You had issues connecting all the devices to the internet. Well done for continuing as best as you could -IT never works when you need it to! -You roamed around the children questioning them on how they could improve their writing. You worked with Mischa over her repetition of ideas -Talking to your target children -they enjoyed working on chromebooks and preferred to for various reasons such as easier to read if they had messy handwriting, the editing tool to fix spelling, spelling mistakes being underlined on a doc and being able to type faster (“less tiring”) -You asked children to share one of their sentences and told them you would continue with this tomorrow. -Displayed on your wall are posters of the success criteria for each writing level(Level 1A, 2 and 3), success criteria for a recount and vocabulary resources -All your class were focussed and motivated with the learning task. All target children I talked to enjoyed working on devices.
Questions/To Discuss/Reflections Note: the level 1A written language success criteria has been slightly changed -you may want to print the new one off Have your class written free verse poems before? (go over the SC before starting) No How do you feel you are meeting the needs of your target children? Are you doing anything different to cater to them? Make sure I conference with target children regularly Vocabulary extension is one area you have targeted for target children -how could you have done this in your lesson? Initial discussion and ideas brainstormed Could you have met the needs of your target children in a different way? Being more specific when using teacher aide during the session Why did some children work with your teacher aide-what are their learning needs? ESOL learners, vocabulary development Could you have given a more specific learning intention especially for target children? Ie using adjectives Think about grouping your target children together and brainstorming vocabulary together Next step Having specific learning intentions which are also displayed Continue to use devices for engagementExplore ways to build vocabulary, especially for ESOL children