composite class strategies
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Active Literacy
Composite Class
Strategies and Resources
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Working with the whole class
The whole class can be gathered at the
beginning of th
e lesson to sing the alphabet
revise sounds
Identify vowels and
consonants
Suggest words with
tricky y
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Working with the whole class
All groups listening to all words or sounds being
introduced th
en differentiated tasks to follow. Games where all children
play and older/more able
children support.
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Working with different ability groups
Consider introducing new sounds or spelling words ondifferent days
Work with reading groups during soft start or at other
times of the day All common words given out
at the beginning of the week
then focused time with teacher
comes later Put stages together for
common words if possible
Generic reading tasks that
can be used with any book
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Keeping the others on task Individual timers for each pair or large timer on
Smartboard
Carefully pair c
hildren w
ho work well toget
herand will keep each other on task
Use of ICT e.g. Crickweb for spelling
Task boards
Literacy boxes
Using an SLA or
Parent Helper
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Using an SLA or Parent Helper
Monitoring and keeping children on task
Bag of sounds, matching games etc
Monitoring reading groups
Use of activities on task cards. These can be found inSupporting Children with Literacy Difficulties book.
Activities can be initially
introduced/modelled by the
teacher and then supervised
by other adult
Training available for Support for Learning
Assistants on request
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Suggestions from call back sessions
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Literacy Boxes
Contain a variety of tasks
based on the what the group
are learning that week.
Plasticine cards
Matching games Letter formation practise
Boxes can be placed on the table and
children choose activities from them.
This works particularly well withP1
children who may find following task
boards difficult.
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Managing spelling groupsT
ry using10
minutes at th
e beginning of th
e day for partner spellingwork. This could include:
Ransom notes
The children cut letters from
newspapers / magazines to
make their spelling words.
Word reader/maker
The children use cut up
letters to make wordswhere magnetic boards
are not available.
Partner dictation
The children work in pairs to
highlight the sounds in the
story.
They use sentences fromthe story for dictation.
As an extension the children continue writing the
story, trying to include words with the focus
sound.
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Managing spelling groupsICT time is used in some schools to practise spelling words.
More active spelling ideas and websites can be found on
Active Literacy page
Children create wordles with their
spelling words on the computer usinghttp://www.wordle.net/
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Talk time cards are available from
www.tts-group.co.uk These boards contain arecording chip that
allows instructions orsounds to be recorded
by the teacher.
They are an excellentway of reminding
children of tasks.
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Reading resourcesT
ry reading tasks that can be used wit
hany book.
Scholastic resource books
are available from Amazon.
Literacy Circles orText Detective strategies can be easily
differentiated and need very few resources. More details
of these can be found on the Literacy GLOW page.
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Phonics
Gum ball machines
Can be filled with lettered beads. The
pupils make words with letters or
phonemes from each machine.
One mach
ine may containvowels, the other may contain
consonants, blends etc.
Peg letters
These are a great
alternative to magnetic
letters.
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Phonics
More great alternatives for word buildingactivities.