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Sentence slams

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I have been using mentor texts to guide our writing.

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Sentence Slams for building simple, expanded simple and compound sentences

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Sentence Slams for building simple, expanded simple and compound sentences

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We have been trialling teaching to exactly where the kids are by collaboration across our 3 classes.

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Sentences extension using - where, when, why and so, but, because

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Sentences extension using - where, when, why and so, but, because

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subject verb adverbial phrase tables to create correct sentence structure based on our weekly whole class reading text

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Sentence building with who, do and extending

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Bringing back the awesomeness of amazing vocab through picture books

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Spelling using unifix cubes

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Preloading before whole class reading and teaching grammar through vocab words

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Sentence development

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Using explicit language when teaching, like Phoneme fingers. Students get a light bulb moment when they realise there's a name and a reason for it.

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Using explicit language when teaching, like Phoneme fingers. Students get a light bulb moment when they realise there's a name and a reason for it.

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Systematically working through weekly code

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Sound swap game

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Filling gaps that are missing

Explicit teaching, reviews and dictation

Use of linking cubes

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Vocabulary explicit teaching

Sentence building

Spelling code

Oral fluency practice

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Sentence slams, sentence scrambles, picture books, explicit teaching of vocab, simple sentences = who (subject) and do (verb phrase)

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Read alouds

Giving them an opportunity to see more complex texts

Whole class lessons/reading to expose lower level students to more rich language

Student voice - getting them to be more confident in sharing their ideas

Changing groups up

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Larger group teaching

Using Ideal resource

Using Dibbles data

Watched Dr Anita Archer's 'Perky Pace'

COP have been worthwhile

Picture books for vocabulary

More emphasis on blending as soon as sounds are known

Introducing short vowels straight away

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We’ve loved this and our kids got it straight away.