Please indicate your name as the subject.

Please indicate your name as the subject.

Please indicate your name as the subject.

1) Use more spelling games during brain breaks to help make learning fun. One my students like is to write out a word they have just learnt on a strip of paper, cut it up letter by letter and challenge others to unscramble the word by piecing the letters together.

2) providing more support and resources, including the LP students themselves, to the LP students in-class. Eg creation of word cards of sight words for increased frequency of practice.

1) increase comprehension sequencing practices with the students so that they are more familiar with the process of searching the text for the sequence of events

2) increase my students' ability to successfully unscramble words in Word Order practices into the correct sentences using SVOA, while also training their habitual use of capitalisation and punctuation when they rewrite the sentences.

It is also unable to consistently identify patterns and provide correct responses, for example, when asked to solve visual puzzles

- Providing scaffolds to support self-directed learning

- Acting as a digital knowledgeable source to explain concepts and simplify explanations for students, and provide customised feedback depending on answers provided

time. WOW ~_~

2) Copying down new phrases into the journal book. (As word bank book is more for new words learnt.)

3) More small group teaching using the semi-circle table.

2) facts are unverified and can be manipulated

ps. something i learn also, teaching is very challenging 😁

"We are learning about the difference between request and command."

WALT

We are learning to:

1. USE words and phrases about preparing food.

2. SORT (group) words and phrases into different categories like ingredients, equipment and ways of cooking.

Success Criteria

1. I can identify items/words related to preparing food found in the big book "A Day in the Kitchen with Grandma".

2. I can put words and phrases into the correct (categories) groups like ingredients, equipment and ways of cooking.

WALT:

1. Listen actively for information to answer the questions.

2. Express ideas clearly with the correct flow.

Success Criteria

1. Link prior knowledge before, during and after listening.

1. Identify uncountable nouns

2. Understand that uncountable nouns do not take plural forms

Success Criteria

1. Define countable and uncountable verbally

2. Choose/select/ pick out uncountable nouns from a given list

3. Define what are plural nouns

4. Recall that we add 's' at the end of a noun

Ease of use and immediate feedback were contributing factors to my choice.

1. how students feel about the lesson

2. whether students understood what was taught

3. what the students have learnt in that lesson

4. review the lesson, is there a need to revisit the lesson

Grammar

Identify the verb and the noun in the sentence.

Grammar

Come up with a sentence with a noun and verb.

Writing

Why do we need to use full stops?

W9 - Slide 10 onwards

Attached are 4 types of exit tickets which Mdm Ros, Dwi and I have thought of using to gather responses from all students. 2 prompts are content-focused while the other 2 are skill-focused. Do try using them when you do SBA 1 of U9 and collect evidence of learning for discussion during TTT in W1/2

Lyanna

1. Positive outcome : everyone was able to respond adequately and no one went off topic.

2. What could have been better : Not many responses went in depth.

3. What would you do differently the next time : Give an option of two different questions/ assign different questions to different groups.

4. 
   

Positive Outcome:

All the children thought Max went too far with his prank.

What cd have been better?

I could have phrased the question differently. The use of the word 'right' might have imposed a view of the prank as something negative.

What you wd do differently?

A more neutral question.

_{To work on: Many needed guidance to answer the questions. Differentiation/Improve the outlook of the questions - make it more of a short book review?}

_{-Add on questions to check on comprehension: (i) sequence the story/ (ii) Tick the correct option: the story is bout ______}

_{-Add on questions to check on skills used: What did you do when reading the book? (options: guess.. look at pictures)}

_{Maybe also add on how many stars do you give the book}

_{What to do differently: Explore different representations, tech maybe?}

Almost all of the responses provided by the students showed understanding of story. Some of the responses allowed for further discussion on values such as respect and graciousness (e.g. prompting child who responded saying Max was mean for reason and he said Julia is unable to go home without her keys) and 21CC such as adaptive thinking.

What could have been better:

A few students did not respond to the exit ticket question with reference to context of the story (e.g. choosing Julia because she is a girl). Perhaps I should have be more specific.

What I would do differently:

Allowing students to respond to others' exit tickets or categorising the exit tickets