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I love the verbal addition to the English block, and the extra time to explore phonics, so important for juniors.

I am concerned about the amount of time on the floor, will the students disengage and get fidgety?

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Is handwriting always on a whiteboard? Will the whiteboards have lines?

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Is handwriting always on a whiteboard? Will the whiteboards have lines?

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Great way to get formative assessment!!!

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P.A is there hand movements to match when saying sounds?

Like qued articulation

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This is so good. I've been wondering about this for a few years. So glad we're getting onboard this train!

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How do we plan to differentiate for students like Stella who finish early?

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I'm excited about handwriting! I'm excited about all the different sections and the focus. A bit worried about how much time they were sitting on the floor!

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Are we concerned about how long we are spending on the floor? Concentrating for longer than 10 minutes

Do we care what little pictures (?) We use?

Like the heart for the tricky sound in most

Should it be whole school?

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Not sure what differentiation would look like for the phonics and heggerty sections. What if a student is well above?

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A lot of parallels to the work we used to do from Mesmer word work.. 

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A lot of parallels to the work we used to do from Mesmer word work.. 

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What will that look like for next year? It would take up the entire whiteboard if we write it for each part of the lesson. Maybe electronically displayed on a slide?

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Do we have to sit on the floor? Can we do the writing from tables in 1/2 classes?

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New sound th

Should it be written/th/ to show sound instead of less than and grater than symbols? Like on white board

Whole school consistant?

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Do we have enough whiteboards for the Junior school?

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How would we differentiate for extension students during the phonics & word knowledge phase? Or would we do that later?

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Do we still point to each word? Isn't this just memorising? Interested in understanding the science behind this activity... doesn't this promote guessing?

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I can see how you could run these lessons in 5/6 with more intricate content.

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I have posted many questions but it’s going to be fabulous!

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I like that the phonological awareness is played as a game, very engaging for students.

Multiple exposures with writing simple sentences. Great practice. Love it!

Chin and share is such a great formative assessment tool!

Fluency partner reading is so powerful! You could even time students on the same passages over a week. Like we do with Blitzmasters. Students can see their progress and achievements.

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I loved the bushfire text. Is there somewhere we would source these types of texts from? I feel like there’s a clear cross-curricular link here.

Is there an overarching goal of engaging with this text? It feels like we are intentionally engaging with a lot of different ideas (word choice, author’s purpose)

I think I’d get a lot out of seeing the lesson plan for this sequence.

I loved the highlighting to follow along to facilitate reading along and ending the text by reading independently and an open ended reflection.

This lesson highlighted to me that Turn and Talk is king. It can be so much more effective than a teacher lead ‘we do‘. It’s all about asking rich questions.

The link between reading and writing in this sequence is really tangible. The whole block feels like it’s leading with anticipation towards their writing.

Breaking down the sentence structure is really powerful. I feel like I haven’t spent enough time looking at this in depth in my classroom.

I bet they wrote some awesome pieces!