RISE AND SHINE
Today's question was 'You walk into the classroom and an astronaut is there sat on a chair. What do you ask him and why? You can only have 3 questions so chose wisely'.
Questions included:
Where is the furthest place you have travelled and do you enjoy space travel?
Why did you decide to become an astronaut?
If you had the choice to travel anywhere in the universe, where would you go and why?
What is it like to walk in space?
This was a great opportunity to see continuation from the report writing, LO: I can write an engaging report. Some of the students have really taken on board what we taught them over the previous two days and this has shown in their imaginative quality of questions.
MATHS
The was the LO: I can read, write and order numbers to a million
SC: Record six-digit numbers correctly
SC: Explain what each digit means
SC:Write six-digit numbers correctly in figures
Place Value formed the starter, and the teacher read out a number in words and expected the class to write on whiteboards what they had heard numerically. A few made mistakes with similar sounding numbers such as 15/50, 17/70 and 19/90. Listening is a key skill in the mental maths SAT's paper because you only get to hear the question for a short amount of time.
Larger numbers in their 1000,s, 10,000's and 100,000's, were also proving difficult for some students. For example: 13,213 was written as 132,013 or 130,213, 370,100 was written as 370,0100, and 2,340,020 was written as 24,020 and even 2,340,020,000
As you can see quite a few had missing digits where the student had thought 13 thousand 2 hundred meant that a 0 was to be added before the 13, therefore making the number 10 times bigger that it should be. Another had a lot of 0's because they heard the word 'million' and thought they had to add extra ones at the end.
The teacher drew a place value grid up on the board and commented on seeing a few students who had thought of the same idea to help them with their working out.
Afterwards I worked with a lower ability group for the rest of the lesson, and focused on similar assessment questions as yesterday. What I noticed were: methodical approaches to mental addition, contribution to the table, and sequencing was good after an explanation.
LITERACY
This progressed on from this weeks lessons to introduce the LO: TO write an engaging report.
SC: Ask open ended questions
SC:To take effective notes
SC: To write ambitious vocab
For this lesson, the class were asked to re-question their partners and generate up-levelled answers. The Grandwriting Books were used to write in, and it was expected to contain at least a paragraph of writing - if not more from the higher ability students.
HISTORY AND ART
This lesson follows lunch and was introduced by another teacher, who has a lot of roles including: classroom sharing with my mentor, the school music teacher and guided reading specialist for Yr 6.
Both Yr 6 classes were given a brief overview of the topic and were asked to analyse a painting of Professor Dorothy Hodgkin, who was awarded the Nobel Prize in Chemistry in 1964.
LO: To know what a portrait is
SC: To discuss how an artist might show personality
SC: Discuss in groups what the pictures portray
Questions asked of the students included: What the painting could be?, What could be seen in the picture? What does the painting tell you about this persons life?
Answers included: Someone intelligent, its setting could be in a library, this lady has lack of sight (shown by the use of glasses and a magnifying glass), she likes to draw herself.
One of the students thought that the molecules of insulin model could perhaps be a chandelier. Although he was incorrect, I said to him that it was an imaginative way of looking at it.
The next part of the lesson took place in the separate classrooms, with each table given a couple of pictures to analyse. Some were of royalty and others a random selection with lots to talk about. The teacher wanted the class to realise that a painting can tell a lot about someone and doesn't need a script to explain it all.
READING BOOK SELECTIONS
Ensuring my classroom are reading appropriate books, that suit their ability of reading and comprehension, is top priority because Guided Reading will be starting next week. I took another set of students aside and asked them to chose a book, discuss why they chose it, read a section to me, and answer some questions surrounding the book.
Tomorrow is SPANISH for the first time this academic year and also a first for myself. I wonder what is in store for the students? or Me pregunto lo que está reservado para los estudiantes?
SC: Ask open ended questions
SC:To take effective notes
SC: To write ambitious vocab
For this lesson, the class were asked to re-question their partners and generate up-levelled answers. The Grandwriting Books were used to write in, and it was expected to contain at least a paragraph of writing - if not more from the higher ability students.
HISTORY AND ART
This lesson follows lunch and was introduced by another teacher, who has a lot of roles including: classroom sharing with my mentor, the school music teacher and guided reading specialist for Yr 6.
Both Yr 6 classes were given a brief overview of the topic and were asked to analyse a painting of Professor Dorothy Hodgkin, who was awarded the Nobel Prize in Chemistry in 1964.
LO: To know what a portrait is
SC: To discuss how an artist might show personality
SC: Discuss in groups what the pictures portray
Questions asked of the students included: What the painting could be?, What could be seen in the picture? What does the painting tell you about this persons life?
Answers included: Someone intelligent, its setting could be in a library, this lady has lack of sight (shown by the use of glasses and a magnifying glass), she likes to draw herself.
Painted in Hodgkin's study at home in Warwickshire, a structural model of the four molecules of insulin stands in the foreground. The artist presents Hodgkin immersed in her work.
Two pairs of hands convey energy and activity. Their appearance also refers to the subject's acute arthritis, contracted when she was 28. - BBC Website
The next part of the lesson took place in the separate classrooms, with each table given a couple of pictures to analyse. Some were of royalty and others a random selection with lots to talk about. The teacher wanted the class to realise that a painting can tell a lot about someone and doesn't need a script to explain it all.
READING BOOK SELECTIONS
Ensuring my classroom are reading appropriate books, that suit their ability of reading and comprehension, is top priority because Guided Reading will be starting next week. I took another set of students aside and asked them to chose a book, discuss why they chose it, read a section to me, and answer some questions surrounding the book.
Tomorrow is SPANISH for the first time this academic year and also a first for myself. I wonder what is in store for the students? or Me pregunto lo que está reservado para los estudiantes?
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