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I noticed the Ss were responding emotionally to the T's reading.

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I noticed the Ss were responding emotionally to the T's reading.

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The use of resources.

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If there is an opportunity for students to add their own words and suggestions that are not from the text

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I noticed a wonderful pace of speech by the teacher

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I noticed the students had good vocab knowledge

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I noticed the students had good vocab knowledge

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If the student had done this activity before, was she familar with the words

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I wonder how much of the language in the labels could be read entirely. 

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I wonder how much of the language in the labels could be read entirely. 

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I wonder why the didn’t want the biggest sand castle maybe they didn’t know the context of competition

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If different colours for certain words could help with engagement

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Did the students go on to write their own sentences or just make them together

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What work had been done previously with this group.

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If students read the words or used the images in the activity

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I noticed students had a non-fiction on beaches in the background - building context and vocab

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How much beach background was done as there was use of uncommon words

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I wonder how proficient students would be if they were reading on their own?

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I wonder if they can sequence sentences in another context or subject

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I wonder why they are teaching run on sentences with too many 'ands'

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If this part whole structure is used regularly with the group.

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I wonder if the children know what a contest is.

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Good use of resources.

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The students knew how to add meaning to the sentence - adjectives, conjunctions

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The students knew how to add meaning to the sentence - adjectives, conjunctions

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I wonder if the boys could answer the questions

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I wonder if the boys could answer the questions

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What other work had been done previously with word recognition

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I noticed the S understood the T's cues/questions

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I noticed the S understood the T's cues/questions

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I noticed that the teacher spoke clearly and often repeated what she was saying

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She was able to replicate sentence structure based on group sentence

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I wonder what prior learning did the students have about the topic

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I wonder what prior learning did the students have about the topic

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-very engaged
- often single word answers at the start, but then longer answers

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I noticed lots of opportunities for rehearsal

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Noticeable pauses between words when reading.

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Noticeable pauses between words when reading.

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Constant revision of the text.

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Repetitive structure for scaffolding

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Students answered simple questions based on text

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Did she 'read' the words or 'memorise' the words

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I noticed the student sequencing parts of the sentences

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The girl was sequencing to create a sentence.

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I notice Ella can read and make sentences. She used adjectives confidently.

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I notice Ella can read and make sentences. She used adjectives confidently.

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Students seemed confident

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Engaged, confident when putting sentence together

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Students knew the language needed to describe the sand castle

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I noticed that the child was reading fluently, with appropriate pausing. This suggests she understood what she was reading.

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I wonder how much background knowledge the students were given about the beach, sandcastles and drawbridges?

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I wonder how much background knowledge the students were given about the beach, sandcastles and drawbridges?

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I notice lots of repetition of language by the teacher

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I notice lots of repetition of language by the teacher

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She engaged with the book and expressed her opinion about the sand castles e.g. beautiful/not the best because of rocks

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- engaged with text
- actively participating
- tracked words with eyes
-group/coral reading

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I noticed that the girl confidently read out loud to the small group.