Form F2: Response sheet for task 2: Working with a small group
1. Your details
Name | Claire Gartland |
School | Bidston Village CE PS |
Name of teacher for this task | Miss J Feltham |
Number of learners for this task | Six |
Date of task | 24/09/15 |
Where relevant in the following sections, the right-hand column is provided for you to record which standards have been claimed.
2. Sources of evidence for this task
Document reference no. | Brief description | Standard |
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A brief, but anonymous, profile of the learners with whom you have been working: | Standard |
The children in this group are aged 9-11 years old. They are in the ...view middle of the document...
She receives free school meals and is on the Pupil Premium register.Child E has been diagnosed with Autism and is very impulsive. He likes conversations to be about him and his interests. He will talk over other children which can frustrate him. He is a loving child and has a stable home life with his mum and dad. He often becomes twitchy and can flail his arms around. Eye contact can be limited. Seating arrangements are important as he will often choose to sit with someone he clashes with. He has a statement of M.L.D. He does not receive free school meals.Child F has a stable home life and is a happy little boy. He has been diagnosed as on the Autistic spectrum. His learning is often hindered by this, as he doesn’t always understand things out of context, for example a math’s test would throw him off as it is not in the context of a lesson. He needs a gentle approach both verbally and in terms of body language. Seating arrangements are important to him. He is currently a yr5 working at a yr3 ability. He has a statement of M.L.D. He receives free school meals and is on the Pupil Premium register.Child G has a statement of M.L.D and is very insecure in her abilities. She responds to adults she is familiar with, but can come across disrespectful to other adults in the school, as she does not respond to them in the way she should. She lives with her mum, older sister and 2 younger sisters. She is often responsible for looking after the younger ones. She receives free school meals and is on the Pupil Premium register. | |
The nature of the activity: Daily phonics lesson following Ruth Miskin Read, Write inc program. The lessons are 30 mins daily. The children are now using the get writing books to consolidate all their phonic knowledge. The objectives are for the children to be able to hold and rewrite a dictated sentence, to use phonic knowledge to spell words, to extend breadth of writing and to be able to edit an unseen sentence. | |
4. Summarise how you contributed to planning the work, what you planned to do and why | Standard |
The class teacher and I discussed the phonic sessions and where to go next with the children as they had completed all phases of the basic phonics. We both agreed that the first set of ‘Get writing books’ would naturally be the next step for them. The writing books are designed to help the children in all areas of writing and phonics. The activities include: hold a sentence and edit an unseen sentence. Each chapter of the ‘Get writing’ books is accompanied by a reading book, which will help their reading skills.As the lesson plans for Read, Write Inc are all included there was no need for me to write a lesson plan. I did ensure the plan was suitable to all of their ages and stages of learning. However, die to the personalities of the children I knew that the seating arrangements were important and I drew up a seating plan accordingly. This would be the same seating for each lesson.I...