# data[].attributes.body
The artefact I decided to talk about was an English display board. The idea was it be created by the teacher and pupils at the beginning of the week, and would match the topic or theme for the week. This artefact was a teaching strategy/resource. For example, when learning about how to write instructions the teacher would create a mind map or a poster with the help of the pupils to include important things for the class to remember when creating instructions. For example the teacher would include, the different subheadings needed, whether to write first or third person, different prepositions, and adverbs. This artefact consists of teacher modelling and a display board.

This would then support the children when working independently as they can just look at the display and be confident in their work. Also, if ever in doubt they can look at the display for reassurance and it helps to build their confidence.  The display stays up for a whole week and every day the children refer back to it refreshing their memory, helping them to memorise the important features in any piece of work they are working on, hopefully building on to their knowledge by reinforcement. It also helps to build onto the children vocabulary as they would be able to use a range of different adverbs and prepositions which they will then be able to use without the display. This was able to benefit all students from higher to lower ability as they would all have access to it being able to choose from the range of words, as all children would have added to it when creating it. However I think the lower ability would benefit the most from it as it would allow them to be more independent.

The only problem with this strategy was the poster or display would be stuck up on the English board which was on one side of the room. Therefore some children would not benefit as much as they were not able to see it clearly and most of the time would forget about

# data[].attributes.body
The Artefact that I have chosen is a activity where children are shown a example text, for example a poem and are expected to write their own poem, so emotional children may struggle with this so this activity is to help support them with writing their poem. Children are given the structure of the poem then can provide their own ideas on what they would like to include in the poem and it is written on the board. Children are encouraged to us a thesaurus to help develop this vocabulary. This activity also helps to support children be confident with their writing as their is no wrong answer and their ideas are written up on to the board so children feel a sense of accomplishment as their work is being used as an example for other. To improve this activity children could work in groups to do this activity instead of doing as a class and the teacher scribing, as this allows all children to have an input and give their ideas as they are working in smaller groups.

# data[].attributes.body
The artefact I chose was a rewritten script for Shakespeare's Macbeth which was written by the class' teacher according to children's strengths and weaknesses and according to what he planned to teach (first chapter focusing on adjectives so that he can teach that and keep it within the play and so on). This artefact was very useful to the average to lower achieving pupils but the gifted and talented pupils in the class were not pushed by this resource in the same way, as the teacher couldn't accommodate for these students while also keeping the document accessible for struggling learners. Rather than having a specific way of advancing literacy this document simply aided in general teaching as an aid, however this did help with pupils that struggle with reading, given that the text was written specifically for pupils in the class. The document could be improved with more specific aims in terms of how it is written for lessons, as when it was written the document was created to appease the schools current aims to get more children to read a wider range of texts and understand what they have read through comprehension. Given that the text was rewritten without needing to necessitate these goals the teaching could have been more direct.

# data[].attributes.body
Artefacts used in Literacy in the Reception class on Placement One were ‘speed sound cards’. These are large cards with a phonic sound on one sound, e.g. ‘ar’, and a phrase and picture to remember the sound on the other side, e.g. for ‘ar’ the phrase was ‘start the car’ with a picture of a posh lady and two clowns in a car. The children know to say the phonic sound when that side of the card is shown and to say the phrase when the picture side is shown. The card is a visual representation for the phonic sound, being an effective way to help them learn the sound from the story of the picture.

This is a fun way to engage the children when learning a new sound, especially as ‘Fred the frog’ was used to help the children learn he sounds. Fred would pick individuals to say the sound and phrase out loud to the class. The class were also asked to shout/whisper the sound as a class and to their partners. Using a range of ways to say the sound out loud was effective as the children were repeating the sounds by whispering, shouting, talking to partners, etc., to remember and embed the new sound.

The speed sound cards were used to help the children recap all the previous sounds they have learnt. This was done by sitting ‘Fred the frog’ on the teachers shoulder while he watches the children say all the sounds as the teacher show the children the speed sound cards one by one, correcting any mistakes.

# data[].attributes.headline
Leah's Artefact.The artefact that I have chosen to look at that was used throughout placement 1A was the use of story maps used within talk for writing. This was used to help children to be able to identify the different features for different texts. For example the different features required for an information text compared to a story. This was an effective resource for the whole class however it was more beneficial for the higher ability as they had more of an ability to be able to change ideas whereas the lower ability struggled to do this. To improve this artefact I would make it more of a practical approach. For example when looking at the story of a 'Magic Porridge Pot' I would have brought in practical resources like the porridge pots from Goldie Locks and the three bears.  This could be done by watching a clip of the story. Bring in characters from the story book and practical resources like porridge bowls. This would help with the creativity of their own story. 

# data[].attributes.subject
Leah's Artefact.The artefact that I have chosen to look at that was used throughout placement 1A was the use of story maps used within talk for writing. This was used to help children to be able to identify the different features for different texts. For example the different features required for an information text compared to a story. This was an effective resource for the whole class however it was more beneficial for the higher ability as they had more of an ability to be able to change ideas whereas the lower ability struggled to do this. To improve this artefact I would make it more of a practical approach. For example when looking at the story of a 'Magic Porridge Pot' I would have brought in practical resources like the porridge pots from Goldie Locks and the three bears.  This could be done by watching a clip of the story. Bring in characters from the story book and practical resources like porridge bowls. This would help with the creativity of their own story. 

# data[].attributes.body
The artefact I chosen was a phonics scheme called phonics play. This included the phases 1-6 and had many games, planning and printable resources for the teacher and pupils.
The scheme itself gave a structure to the lesson allowing the children to gain knowledge at every moment possible. It focused on "introduce, revisit, teach, practise and apply", meaning that the children have key elements which they can focus on.
Phonics play can be improved by varying the games which they include so that the children don't get used to the activities and find it repetitive.

# data[].attributes.body
This artefact was a pointy finger on the end of a stick, used to engage children during talk for writing activities.

During the talk for writing sessions there was a piece of A3 paper stuck onto the wall filled with images which represented a verse of a poem. The teacher would begin to read the written version of the poem whilst the children followed along looking at the images. The teacher would then stop at a specific point within the verse and  choose a child who would then use the pointy finger to point to where the teacher was up to within the poem. The child would then pick another child and the teacher would then stop again at a later point for another child to then point to where she was up to. The use of this artefact ensured all children were engaged throughout as they were all eager to have a turn with the pointy finger. However in order to  use the finger they needed to be listening in order to know where the teacher was up to within the verse. To improve I would have the teacher using lolly pop sticks to pick children in order to make it fair so children were not just picking their friends.

# data[].attributes.body
The artefact I chosen to look at was phonic sound mats. They was used in year 1, during English lessons. When children struggled to spell a word they would use the sound mats to help them spell the word out. There was a range of phonics mats to suit the phases that the children was on. This artefact helped the children during there writing as it allows children to develop their writing skills and recognising different sounds. The only issue with the artefact is that they needed more pictures to describe the sound, so they get more knowledge on what sound they are trying make.

# data[].attributes.body
The STAR Reading computer resource was used on a daily basis when each child needed to complete a quiz based on the book they had just read. Each question provided multiple choice questions, which helped refresh some children’s memory. Staff had access to the system so they could review their pupils, as it tracked each individual’s progress. This assisted the teacher when planning as it gave a reading age for each pupil.

This resource helped children to recall information which assessed their understanding of the book. The artefact further supported the children with comprehension within literacy.  As the system tracked progress, the results were then used within lessons so that children could be paired appropriately and so that the text matched the average ability of the class.

As the quiz was marked out of ten, if the individual didn’t receive an acceptable score they were asked to re-read that book. If they achieved a high enough score they could choose another book within that reading level. Each child had to read at least three books within each reading level before moving up.

The only fault was that only six computers could use it at each time, anymore and it wouldn’t let children complete their quiz. To improve the effectiveness of the system, each month staff could inform parents of their child’s reading age and where they should be at by the end of the year; as getting children to be heard read at home was difficult within the year.

# data[].attributes.body
The artefact of a hand pointer was used multiple times during placement within a year 5 class. It was specifically used for children to come up and point to pictures of words when a teacher read a paragraph of a text during talk4writing English lessons. The children would take it in turns to choose one of their classmates to use the pointer to identify the picture of a word the teacher stopped at.

The artefact itself is a tool used to develop children’s reading skills in many different ways. The first is the ability for children to follow a text when used in picture form, something which some children may find difficult. The pointer allows a more physical representation of following a text and thus children may find it easier to grasp and follow a text. Furthermore, the finger allowed better comprehension skills in terms of reading as children had to understand the text and the picture representations that they link to in order to point to a picture the teacher stopped at, or to follow the text.

There was also the opportunity to develop children’s listening skills, as children had to use the pointy finger to concentrate on the picture form of a text while simultaneously listening to the text being read aloud to them.  This meant listening to a story and understanding it enough to point to the visual form.  Additionally, this led to children being able to remember the story effectively and subsequently the features and conventions used in the exemplar could be replicated in the children’s own work.

# data[].attributes.body
The artefact I have chosen is a scheme that was looked at within a year 3/4 class. The big read scheme was helpful to children in developing their reading, comprehension and their skimming and scanning skills. The big read had their own book which was linked to the topic that they were doing in their other lessons and so was cross curricular, which enabled all children to deepen the knowledge they had on this subject and also complete the activity that was set. Much like a comprehension lesson, questions were created with different ability levels, but they were placed in a random order- this enabled all children to attempt all questions that they found easy or tricky, this was used by the teacher to see if children are able to read in between the lines and justify their explanations with their own opinions. In literacy lessons they were looking at non-fiction writing which allowed children to see how this was structured with the given piece of text, and allowed for the development of terminology and looking fully at the purpose of this type of text. To adapt onto this, they could have looked at different types of genres of texts such as a fiction text or texts in the form of a leaflet, this would allow students to look at the purposes and differences to these types of texts.

# data[].attributes.body
The artefact I decided to talk about is the use of phonics cards. These were used everyday by the teacher with a group of children. The cards were double sided, on the front side it had the grapheme and the other side included a picture with examples of words, involving the grapheme within the word.

Firstly, the teacher would mix the phonics cards up and then show each card for the children to sound out together. This was useful for the teacher to identify any misconceptions. If any of the graphemes were pronounced incorrectly, the card was put to the side to go over again. This is when the teacher would model the grapheme first and then allow the children to do the same. Repetition was involved so that the children remembered. Furthermore, the teacher played the 'trick me out game'. This is when the teacher put one specific card behind his back and either showed the picture side or the grapheme side. The children should either say the sentence shown below the picture or say the grapheme when showing the grapheme side of the sound.

This impacts the children's literacy skills as it gives them the opportunity to visually see the grapheme, sound it out together and learn from the other children. Also, when any mistakes were made, the teacher modelled the sound for them to pronounce as well. This also develops their literacy skills as the children learnt which words includes these specific graphemes.

This artefact can be improved by having bigger pictures on the card to visualise as the pictures were quite small for the children to see.

# data[].attributes.body
The artefact used during a Phonics lesson included a tray, sand and a fine paint brush. The children were given a sound to think about and they had to practice writing this sound in the sand using the paint brush. The children were then asked to think of some words which included this phoneme and then practice writing them in the sand. I found this activity particularly useful as the children were able to practice their phonic knowledge whilst developing their transcription skills. It also supported the children during their comprehension activities as they were more able to decode and blend words. The activity was both engaging, fun and interactive as the children discussed the words which included the given sound. This activity was fun and engaging as opposed to the children writing on paper. Incorporating the use of sound buttons could be a further improvement whereby one child thinks of a phoneme and then the phoneme is played to the other children through the sound button and the children practice writing this phoneme in the sand.

# data[].attributes.body
The Artefact that I have chosen is a activity where children are shown a example text, for example a poem and are expected to write their own poem, so emotional children may struggle with this so this activity is to help support them with writing their poem. Children are given the structure of the poem then can provide their own ideas on what they would like to include in the poem and it is written on the board. Children are encouraged to us a thesaurus to help develop this vocabulary. This activity also helps to support children be confident with their writing as their is no wrong answer and their ideas are written up on to the board so children feel a sense of accomplishment as their work is being used as an example for other. To improve this activity children could work in groups to do this activity instead of doing as a class and the teacher scribing, as this allows all children to have an input and give their ideas as they are working in smaller groups.

# data[].attributes.body
The artefact that I have chosen to evaluate is the Phonics Scheme of RWI (Read, Write, Inc). This scheme is very prescribed in that it is planned for step-by-step. The scheme includes a lot of modelling from a teacher, and promotes the idea of 'My Turn Your Turn.'

This scheme supports children in their Phonics learning from a young age, as it is quite repetitive and children know what is expected of them each lesson. The repetition can also help their understanding as it reinforces and consolidates their learning. In the subject of Phonics, the learning is mainly about practising the same skills, and building up their understanding gradually.

Skills that this helps to develop are reading, writing and spelling. As these skills are continually being addressed, this encourages the children to have the same understanding for each Phonic sound. Although it is modelled, they have the opportunity to practise their skills independently.

Although this scheme was successful, for the children it was quite boring and they were not motivated to participate. Although they got the results, if there was a little more flexibility in the scheme, it could allow teachers to make lessons more creative and engaging for children.

# data[].attributes.body
I have chosen role play as this approach was very popular in my placement 1a. It supports 'Communication and Language' 30-50 months statement: 'uses talk in pretending that objects stand for something else in play eg.this box is my castle'. Some children were working towards 40-60 months:>'listens and responds to ideas expressed by others in conversation or discussion - when they would stop to discuss what they were doing/ what' s happening next in their play '.
>' uses language to imagine and recreate roles and experiences in play situations '
>' introduces storyline or narrative into their play'

The children were enjoying doing plays since doing their nativity at Christmas time and some had been to see a pantomime over the holidays. They used a variety of props available to them such as a clothes horse with materials pegged round them, pretending they were certain costumes, such as a gown for Cinderella or the fairy godmothers clothes. They had made 'tickets', from card cut up with some marks on it, for the audience to hand in on arrival. Although there was a variety of resources available to the children there was no structure. Maybe if there was a theme, say for Cinderella for a few weeks, then change to relate to another area of their topic or theme or simply from their child choice questionnaires, then they could set up the area with items/ resources related to the play.

# data[].attributes.body
The artefact I've chosen is the use of an English Working Wall. Throughout the week, posters are added to the wall which reflect on key concepts taught.
This artefact supports writing as in my Placement 1A I was working with Year 3 children who had to do one "big write" at the end of the week. However, some children have a low attention span/forget previous taught lessons so the Working Wall acted as a guide and something they can use to support their "big write". It prevented the need for the class teacher to refer to previous lessons which in turn helped lesson time as the teacher didn't need to keep explaining/reminding children of what they'd previously done. It helped the development of the children's "big write" as the Working Wall included adjectives/key terms for the children to include in their work.
In regards to any adaptations/improvements which I'd make to the artefact, the only thing I would change is that the Wall isn't creative or engaging. There should be more use of pictures and colour so the children are more likely to refer to and look at the Wall.

# data[].attributes.headline
Artefact -challenge cards Shannon Zgrzywa 

# data[].attributes.subject
Artefact -challenge cards Shannon Zgrzywa 

# data[].attributes.body
The artefact chosen were commonly used through the key stages. The aim of these cards was to stretch and challenge pupils and the cards were differentiated to suit the needs of the pupils. A common occurace wjen the pupils were completing the challenge cards were that pupils tended to complete the challenges chronologically so this would affect how many challenges they completed if their was something on the card they didn't understand. Therefore, to improve this artefact it may be useful to change how the Artefact is presented. Another point to consider is the way challenge cares are introduced within a session so that the cards are seen as a possitive challenge to improve their literary skills.

# data[].attributes.body
The artefact on placement I saw was the 'try dictionary.' These were accessible for all children on their desks and was in alphabetical order. These dictionaries allowed for children

# data[].attributes.body
The artefact that I have chosen is the script of the story 'Whatever next' that was used for talk for writing in Reception. The script went along side props so that the children could see visual representations and also act out actions to retell the story. The highlighted parts of the script show where an action is required, the yellow shows an action that cannot be changed and so is a universal action whereas the pink

# data[].attributes.body
The use of story maps whilst on placement 1a aided the children's understanding of literacy concepts because the lessons had focus on a key element of the text for example adverbs. The story maps used images to replace key words. They children then used actions to help them remember and recite the text further. The children then needed to use these story maps throughout the next two weeks of the Talk 4 Writing scheme. The story maps were produced with the class on flipchart paper with the teacher modelling and then displayed on a piece of string around the classroom for the children to refer to as the lessons progress.

# data[].attributes.headline
Welcome to Padlet. Write your evaluations here regarding your artefact and comment on at least one contribution. 

# data[].attributes.subject
Welcome to Padlet. Write your evaluations here regarding your artefact and comment on at least one contribution. 