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Guided Reading CPD session – Phase 1b

During my time on professional practice, I attended a CPD session on Guided Reading. This was a fundamental opportunity to improve my subject knowledge within English. Through attending the session, I learnt a variety of tips that have stayed with me and support my teaching of English and Guided Reading.

  • Teachers should be reading to the children ASWELL as the children reading to the teacher – this was an interesting point that I had never actually considered before. I knew that it was important to read to children but I never knew the theory behind it.
  • Do not group by reading ability – differentiate questions but same objective!
  • Children do not need to hold the book for the initial reading, they should be listening to the story.
  • A.F’s should NOT be used (As I used on my previous practice)
  • The same text should be used for each group with differentiated questions
  • Use ‘test’ language – ‘Can you…? Will you….?’
  • Starter activity – fastest finger
  • The difficulty of the text should not increase the difficulty of the objective
  • Question maps
  • Children should have the opportunity to read for pleasure, without questioning
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Teaching PE

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When I was asked to teach PE, I was hit with nerves and excitement! Teaching PE to a class of year 4, sporty boys was nerve-wrecking. However, after meeting with the Sports Teacher, he devised a plan for me to follow and went through the lesson. I felt much better and couldn’t wait to get stuck in. The lesson went well overall and I used mixed ability as a form of differentiation and support. Some of the children played tennis professionally so it wouldn’t have been fair to pair all of them together. I learnt that when teaching PE, modelling is KEY. For example, I had to demonstrate the ‘shake hands’ motion for when holding a bat. Through reflecting on this, and as evident in my evaluation, it was quite tricky to project my voice over 30 excited boys and a hall. So, it is important to always have a whistle!! It was also quite hard to cram everything in in the space of 30 minutes so I definitely think an hour would have been more beneficial. Despite this, my confidence has definitely developed when teaching PE and I cant wait to teach it again as an NQT (with a whistle!). Also, during the lesson, a child cut his eye and had to go to first aid. I followed school policy and send him to the office to receive treatment and provided the parents with a ‘bump on the head’ letter.

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Cross Curricular Art & History

1 27┬áDuring my final practice, I collaborated with the Art Specialist teacher to plan two lessons based on the Stone Age. As we had been focusing on Stig of the Dump in English, I thought that it would be a fun way to combine English, History and Art into one!! The learning objective of the lesson was to create a cave painting (See image 2) from tissue paper, chalk and charcoal. I used tissue paper to give it a rough effect and we discussed the history behind using chalk and charcoal (they were the only tools around then!). We also looked at a few cave paintings and discussed what they used to paint – mainly animals and humans hunting. However, it was important to make sure that I had the relevant subject knowledge to teach this effectively. Therefore, I visited BBC which contained a wide variety of activities and subject knowledge. I would definitely advise this to anybody who wants to teach art combined with History. If teaching this lesson again, I would make sure to explain that they need to draw their cave painting bigger. Although the child on image 2 did, some of the children drew quite small. Overall, I really enjoyed teaching this and the children produced some beautiful work!IMG_3087