Day+4+27th+June

Will be observing 4 Res, the class I will be conducting Master classes in. 2 periods of Maths and English respectively. Can't wait to get into class and see what they are like. Have arranged with school for filming and editing of video for instructional purposes - also will have Pre and post lesson observations with teacher-observers. Will be going into P4 and P6 classes. Will focus on writing/reading startegies aimed at PSLE for P6 class. Hope to teach an intro lesson next week and then plan and carry out 3-4 lessons on writing/reading incorporating AfL/Feedback. Nervous about stepping into class again after a the 'longest time' away. 4M is not about a set of protocols but seems to be more about a didposition/perspective. How do I go about establishing relationships and trust. 4M is about what Ihave been doing wit hteh other schools for post course support. Level of trust and openness they have in the process and in me, my abilities etc is humbling. I must do my best. They have shared willingly and readily their fears, concens and apprehesions.

HAd a chat with Jolene about her lesson. Use of KWL, Retelling and Supported Reading for Upper Primary. Talked about using KWL as a startegy to activate and ascertain pupil PK and a guide to find out what interests/intrigues them. (USe of W) Talked about ways to extend and expand the lesson - use of vides, othe readings= to engage and challenge

Class observation notes for P4 Res (11.30 - 1.30 pm) Stellar lesson on reading (Sports Day) - KWL lesson and passage on Sports Day Math lesson on Decimals Need to establish routines and respect, expectations and relationships Start with Learning Intentions and Success Criteria = Rebus Brain Warmups EUs, EQs too! MInds on and Hands on. WSA - use of EL for instruction

Ideas for Orientation lesson - Special Olympics - pics and discussion Olympic rings and values - link to questions they ask Strategic - strategios Brain pic - minds on = change Challenge - find meaning Routines - community pf learners - learn with and from one another - responsibility (for others) and accountable (for oneself)

1st lesson should be about fun. GB Shaw's ghoti and Wyatt's poem on English. Can also ask pupils to think about: - What is reading/writing? - How do we know whether we are good/expert readers/writers? - Nonsense passage on reading - EU of reading/writing : WHAT and WHY we read/write impacts HOW we read/write

3 pm Spoke to waheeda (Acting EL HOD) hool would like me to conduct series of lessons on teaching of cloze passage skills to P6 class (same class I will be teaching writing to). Will have teachers observe and school intends to use as schoolwide practice. Reiterated it was exam prep strategy/technique - will prepare series of lessons to show what is involved in developing pupils' compre and cloze taking skills.

Reading Carl Anderson's "Assessing Writers". Resonace with my own thoughts about the Writing/Writer's life. HE talks about the lifelong writer and the accompanying characteristics: - initaites writing (writes for various purposes; has a repertoire of genres; writes for real audiences) - writes well (commnicates meaning; uses genre knowledge; structures her writing; writes with detail; gives her writing voice; uses convetions) - has a writing processs that works for him

- who the audience is, for which intended genres || - what students do to write well - students' knowledge of the language system || - range of genres attempted || and writin histories || - why students have written piees and for whom - what students think it means to write well - process students went through to write their pieces - students assessment of their writing and of themselves as writers ||
 * **Type of student writing** || **Kind of info we can learn** ||
 * Final, or published piece || - What students do when they write well
 * Writer's notebooks || - what students do in the rehersal process ||
 * Revised and edited drafts || - what students do in the process of revision/editing
 * Writing folder || - audiences students share their writing with during the year
 * Writing reflections about individual pieces

Stories: - tell about an event in a character's life - establishes tension/conflict early in the story which is resolved in the end - focuses on one or more scenes which are ordered in time - establishes and develops characters and shows how the main character changes during the story - Develops the setting - Implies or states the importance of the story

Leads/Begiings start the journey into meaning Endings - last chance to get meaning across Transitions - navigating shifts/changes - without disorientating - between scenes - paragraphing signals changes in person,place, time, action - need a repertoire of transitions.

All details develop meaning - greatest probem of writing - what to put in and what to leave out - role of reader and PK - embedding, connecting and extending details

How is voice created - sentence patterns - sentence structures - syntactic options - syntactic sophistication- repetitions - use of details - sense of imtimacy with readers -

- Tools used/required - rereading what was written - referring to a model/mentor text - sharing what was written or going to write - sketching what u're going to write - boxing out or circling sections of drafts - making a plan - reading writing out loud
 * Assessing writing processes**

REhersal - finding topics (writing territories) = PK, experience developing a topic (freewrite until idea found; reread what was already written to get ideas, write about something u've read, seen, meaningful object)