Space Town Part 1 - Introduction and Unit of Work …...Space Town Part 1 – Introduction and Unit of Work 2 Objectives • To provide an overview of Space Town • To become familiar

Space Town Part 1 – Introduction and Unit of Work

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Space Town Part 1 –Introduction and Unit of Work

NET SectionCDIEDB

About Space Town

The main focuses of the programme are therefore to:

• develop students’ learning skills• develop students’ metacognitive

skills• use formative assessment to

inform teaching and learning• nurture students to become self-

directed learners• integrate e-Learning into the

curriculum

Professional Development

• This is part one of six parts of centralisedprofessional development (CPD)

• Teachers will continue their professional development through a cluster meeting


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Objectives

• To provide an overview of Space Town

• To become familiar with the main focuses of the Programme

• To become familiar with the Space Town teaching and learning resources

Rationale of Space Town

In Space Town, the teacher’s role is to teach literacy and guide students to empower themselves with the life-long skills necessary to become self-directed learners

Lesson TimetableWeek

1 SR1 SR2(GR1)

2 SR3 SR4(GR2)

3 PW1 PW2

4 PW3 PW4


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Units of Work

Hear We Go

Two weeks for P1 and one week for P2 and P3 for all English lessons

6 Units of Work

Four weeks per unit with a focus on Shared Reading, Guided Reading and Shared Writing and Process Writing

Big Books

Letter Books and Small Books


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Small Books – Guided Reading

The introduction of Guided Readers:

• From the fourth Unit of Work, the small books will be used as Guided Reading books

• From the fifth Unit of Work the small books are differentiated

Levelled Small Books

Catering for Learner Diversity

• Students are matched to book levels at the end of the first term.

• Guided Reading• Differentiated student booklets

• Different grouping • Small books are differentiated


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About Space Town


• develop students’ learning skills• develop students’ metacognitive skills

• use formative assessment to inform teaching and learning

• nurture students to become self‐directed learners

• integrate e‐Learning into the curriculum

Activity

• Choose a topic numbered one to six from the envelope

• Move to the table with your corresponding number

• Discuss and record the answers using the resources on the table

• Return to your ‘home’ group and share what you have learnt

Feedback

• Each group will feedback about one topic

• Other groups provide other information if necessary


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The Space Town Sessions

• The reading sessions are divided into 3 sections

• The writing sessions are divided into 3 sections

Reading:

• Before the Reading

• Reading the Text

• After the Reading

Writing:

• Introduction

• Prewriting/Drafting/Revising/Editing and Publishing

• Conclusion

Pair/Group/Independent work

Whole class activities

Teaching Strategies for Reading

• Shared Reading

• Reading Aloud

• Storytelling

• Guided Reading

• Home/Independent Reading


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Reading Strategies

Graphophonic• The relationship between letters and

sounds• Letter and word shapes, high frequency

words• Blending and Encoding

Syntactic or grammatical• Language structures, word order

Semantic• Constructing meaning from illustration

and text

Pair/Group/Independent work

Whole class activities


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Teaching Strategies for Writing

Coffee Break

Content of Units of Work

The Units of Work consist of 3 parts:

• Part 1: The introductory pages

• Part 2: The lesson plans

• Part 3: The assessment checklists


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UOW: Scaffolding Students to Achieve the Unit Outcomes

• Look at page 6 and identify:– the writing task– expectation of the writing task– the final task of the unit

• Summarise the assigned session focusing on how students are scaffolded in terms of vocabulary, grammar items, language patterns to complete the writing task and accomplish the final task

• Use the graphic organiser to record the summary

• Group feedback

Unit 1‐Writing Task Expectation

ScaffoldingWriting Task Expectation …through Reading

•HFW (word level)W1SR1

•Pelmanism Game‐ sentence pattern (sentence level)W1SR1

•Rainbow Song‐ Colour Adjectives (word level)W1SR2

•WS2‐ Listening Activity –Colour Adjectives and toys vocabulary (word level)W1SR2

•WS3‐ Reading and Writing Activity‐(sentence level)W2SR2

•WS4 – Jumbled Words (sentence level)W2SR3

•WS5‐Jumbled Words (sentence level)W2SR4


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•HFW (word level)W1SR1

my is I am

this a it in

on she the no

like six old red

five blue


• Pelmanism Game‐ sentence pattern (sentence level)W1SR1


• Rainbow Song‐ Colour Adjectives (word level)W1SR2


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•WS2‐ Listening Activity‐ Colour Adjectives and toys vocabulary (word level)W1SR2

ScaffoldingWriting Task Expectation …through Reading and Writing

• WS3‐ Reading and Writing Activity (sentence level)W2SR2


• WS4 – Jumbled Words (sentence level)W2SR3


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• Jumbled words (sentence level)W2SR4

ScaffoldingWriting Task Expectation …through Writing

•Spelling Strategy (word level)W3PW1

•Vocabulary Building (toy words) and Toy Song (word level)

W3PW1

•WS6 ‐Draft – Simple sentences about themselves and their toy W3PW2

•Worksheet 6 –Revising‐ Elaborate on an idea using the use the connective and and adjectives

W4PW3

•Worksheet 6 – Editing –spelling and punctuationW4PW4

•Presentation‐Show and TellW4PW4


•Spelling Strategy (word level)W3PW1


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ScaffoldingWriting Task Expectation … through Writing

• Vocabulary Building (toy words) and Toy Song (word level)

W3PW1


•WS6 ‐Draft – Simple sentences about themselves and their toy

W3PW2

ScaffoldingWriting Task Expectation …through writing (W4PW3)

• Revising‐ Add Details ‐connective and and colour adjectives

W4PW3

revising


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ScaffoldingWriting Task Expectation …through writing

• Editing

• Spelling, capital letters, full stops

W4PW4

Editing

ScaffoldingWriting Task Expectation …through writing (W4PW4)

•Publishing

• Presentation‐ Show and tell of their toy

W4PW4

Publishing

Phonics

Reading Lessons

New sounds and letters

Writing Lessons

Decoding and encoding

Onsetst, b, r,

Rimesat, ab

Routine‐ Hear it, say it, find it, write it


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About Space Town






What is Self-directed Learning (SDL)?


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Self-directed Learning

• Read the statements.

• Put a tick under the true column if the statement is applicable for self-directed learning or a tick under the false column if not

• Self-directed learning is a process that assists students in managing their thoughts, behaviours and emotions in order to successfully navigate their learning experience.

• Self-directed learning emphasises the autonomy and responsibility of students to take charge of their own learning.

Self-directed Learning


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Forethought and Planning Phase

• Analyse the learning task

• Set goals towards completing the task

Reflection on Performance Phase

• Evaluate performance on the learning task

• Manage emotional responses related to the outcomes of the learning experience

Performance Monitoring Phase

• Employ strategies to make progress on the learning task

• Monitor the effectiveness of the strategies employed

• Monitor motivation for completing the learning task

Self-directed Learning Phases

• Motivation

o Interest

o Value

• Self-efficacy beliefs

• Learning strategies

Factors that affect Self-directed Learning

Gradual Release of Responsibility


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• Explicit teaching of different learning strategies

• Modelling and explaining own thought process (metacognition) when applying the strategies to complete activities and assignments

Direct Instruction and Modelling

What can teachers do to help students develop SDL?

• Students practise implementing the learning strategies modelled by the teachers

• Teachers observe and offer help when necessary

• Student-teacher conference

Guided Practice


• Independent practice should naturally follow guided practice

• Students are given opportunities to apply the strategies on their own which can ultimately reinforce autonomy

Independent Application



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• be confident

• be self-motivated

• persevere

• have high self-efficacy belief

• have high target value

Foster positive learning attitudes


• take charge of own learning• use every opportunity to learn something

new• be willing to make mistakes and learn from

them• be willing and eager to learn• overcome difficulties in learning

Foster positive learning attitudes


Self–directed Learning

How would you introduce the Self-directed Learning Poster to your students?


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SDLA Booklet for P.1 Term 1

SDLA Booklet for P.1 Term2

Projects


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SDLA Booklet for P.2

SDLA Booklet for P.3

About Space Town







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Metacognition• Students develop an awareness of the thinking

process as they are learning

• Teachers model metacognitive skills and work with students so that they develop the ability to self-monitor and self-assess their learning

• In the Unit of Work, metacognitive skills are developed through the Teacher Talk indicated by:

Activity

• Read My Sister

• Watch the demonstration of the third reading of the Big Book

• In your group discuss:

– the purpose of the activity

– the teaching strategy the teacher used

• Look at Activity 5 on page 20 of the UOW

• Turn to Page 23 and read the Teacher Talk

• Half the group writes the teacher talk for page 11 of the big book and the other write writes the teacher talk for page 14

Activity


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About Space Town






Formative Assessment

ELCG, 2004 p. 191

About Space Town







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e-Learning

Suggested Websites and Apps Reading Town 1

Reading Town 1

Reading Town 2 & 3


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Suggested Websites and Apps

Activity:

Choose an app or website, interact with it and decide how you could use it to consolidate students’ learning

Creating a Digital Portfolio


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Coffee Break

Resources

• Prepared for co-planning meetings

• Managed (e.g. labelling, laminated, stored, number of copies for activities)

• Adapted for the needs of the students (e.g. content, size)


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Resources

Resources

Classroom Management

Effective classroom management involves:

• Structure

• Expectations

• Functional and Instructional Language

• Individual and group accountability

• Extrinsic motivation (reward system)

• Follow-up actions


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Classroom Management

Environment

• Displays to support students’ learning (e.g. high frequency words, phonic posters, content words)

• Display students’ work to celebrate their achievement

• Displays are regularly changed according to the teaching focus

Environment


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Environment

Adaptation

Suitable adaptations can be made to suit students’ needs while maintaining the learning outcomes (skills):

• Activities

• Worksheets

Co-planning

• Come prepared for the co-planning meeting (e.g. textbooks, Units of Work, GE Support Package, resources)

• Discuss how the activities will be taught and resources will be used in Space Town (Unit of Work and GE lessons)


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Co-teaching

• Co-teaching reinforces a collaborative learning environment for students

• Teachers support each other to carry out activities effectively

• Co-teaching provides more opportunities for teachers to interact with students individually/small groups

Thank you!Evaluation

Documents

Space Town Part 1 - Introduction and Unit of Work …...Space Town Part 1 – Introduction and Unit of Work 2 Objectives • To provide an overview of Space Town • To become familiar