SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY

KLA: English, Mathematics Date: 16/02/2017 Day: Thursday Class: 1MO School: Tyalla Primary School
& Science
APST FOCUS AREA FOR THE DAY:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically

General Capabilities (for the day):

Literacy Numeracy Information and Communication Critical and Creative Personal and Social Capability
Technology Thinking
Ethical Understanding Intercultural Understanding
Cross Curricula Perspectives (for the day):
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
cultures
Timing Procedure Preparation / Differentiation Assessment
Considerations Strategies students
Syllabus outcome / Descriptor: EN1-5A A student uses a variety of WALT & Step-by-step Anecdotal notes
strategies, including knowledge of sight words and letter-sound WILF visual Who can follow
correspondences, to spell familiar words. Rainbow instructions instructions?
Objective / Learning intention: As a result of this lesson, students will better whiteboard Using student Who is working
understand how they will complete their spelling homework using a variety of markers models for quickly and who
spelling strategies. iPads guidance for is working
Success criteria: Magnetic those who need to slowly?
Can they spell their words correctly? letters engage or see Can student
Can they correctly write each letter of their words in a different colour? Whiteboard things modelled complete more
Can they gently and correctly write their words on their partners back? Spelling to understand. than one
Can they correctly write their words with vowels and consonants identified books Allow students to strategy/activity?
on an iPad? work in pairs and Work collection.
at different paces.
9:10 am Can they correctly write their words on the whiteboard with magnetic Sharpened Set different Self-assessment
letters? coloured goals (Learning before having a
Introduction (O) pencils contracts) -Aim teacher check.
Explain to students that as of next week they will be doing spelling Teddies for 1-2 complete Student
homework. tasks/ homework reflection.
WALT & WILF Write on option. Student 1, Success criteria
Introduce the homework grid and explain that we will be going through whiteboard 2, 3 and 8 Write checklist.
some of the activities on the grid for practice. prior to lesson their words for
Body (G) 1. Rainbow them and have
Explain and use a student to model how to do rainbow writing. write them trace each
Explain and use a student to demonstrate how to do back words. Have work letter in a
Explain and use a student to demonstrate blue consonants and red vowels on checked by different colour
an iPad. teacher for rainbow
9:45 am 2. Back words writing.
Explain and use a student to demonstrate writing a word on the whiteboard
using magnetic letters. 3. iPads - Red Laughing words
vowels and for fast finishers.
FAST FINISHERS: Explain only to students who finish early. (Laughing
words Make a sentence using your spelling words). blue Students are sat
Body (E) consonants next to their
Have work spelling buddies
Transition students to desk and allow students to begin task.
Conclusion (R) checked by which and
teacher selected through
Ask 3 student tell the class 1 word they chose for their spelling this week
4. Magnetic ability groups.
and attempt to spell it. If they get it correct they get a teddy. If they spell it
letters If work is not
incorrectly allow the class to help and allow them to correct it before getting
Give away 3 finished it can be
a teddy.
Teddies done as
Ask students to raise their hand and tell the class what activity was their
homework.
favourite activity and why. Transitions: Stickers and
If your name teddies for
starts with an extrinsic
A, B, or C motivation.
you can go
back to your
desk etc.
students with
brown hair,
come and put
their books
 open in the
spelling tray
and sit down
on the floor,
red hair,
blonde hair
etc.
9:50 am CRUNCH N SIP
Alphabet phonics song - https://www.youtube.com/watch?v=BELlZKpi1Zs
10:00 Syllabus outcome / Descriptor: EN1-2A A student plans, composes and WALT & Modelling and Anecdotal notes
am reviews a small range of simple texts for a variety of purposes on familiar topics WILF having a sentence
for known readers and viewers. Timmy select students Who can write
Objective / Learning intention: As a result of this lesson students will have (Puppet) can copy. 1-2 sentences
planned and composed 1-2 complete sentences on their observations from Merits Set different independently?
yesterdays Science experiment. Sharpened goals for certain Who can copy 1-
Success criteria: pencils students 2 sentences from
Taken their next new page Student 1, 2, 6 and 8 the board
The short date in the top left-hand corner Transitions: independently?
1-2 sentences about their observation Stand up and Are to draw the Who can write
Capital letters and full stops in the correct places blow up like a picture first before 1-2 sentences
Introduction (O) hot-air they either copy the with assistance
Tell students we will be writing about our science observations from balloon and sentence on the board from a teacher?
yesterday. slowly float or discuss with the Work collection.
Check if any students were away yesterday. their way teacher what they Peer-assessment
Select students to recall their observation down in front want to write. The 2 stars and a
Think, pair, share a sentence about their observation we could write. of the writing teacher will then wish.
Body (G) whiteboard. write it on one line Success criteria
See who can and the student will checklist/
Introduce WALT and WILF - Focusing on the short date, taking a new line
for a sentence, capital letters and full stops. Talk about how a sentence is remember not to copy it below. writing belts
one complete idea so you cant put a full stop in the middle of this sit on the far side Stickers, puppets checklist.
sentence because its not finished. of the red bin. and merits are
Model page layout and writing a students suggested sentence. 10 second used as extrinsic
clap down. motivation.
Timmy rubs out and moves the full stop and see if students can figure out.
Explain students can either write their own sentence ABOUT THEIR
OBSERVATION OR copy the one on the board before drawing a picture. Attention:
Body (E)
 Allow the students to start writing and correct misspelt words as soon as Double pen
possible whilst encouraging students to have a go at trying to spell them. salute
10:55 Conclusion (R) Hands up
am Select 2 students to read their sentences. 2 stars and a wish. (Compliment top, that
them on WILF and explain using WILF why they got a merit) means stop
LUNCH
12:00 Quiet Reading WILF
pm
12:06 Syllabus outcome / Descriptor: MA1-2WM Uses objects, diagrams and WALT & Using the Observation
pm technology to explore mathematical problems. WILF physical Anecdotal notes on
MA1-3WM Supports conclusions by explain or demonstrating how answers IWB hundreds which Early
were obtained. Studyladder chart to Arithmetic
Objective / Learning intention: As a result of this lesson, students will have ready support visual Strategies students
practiced reading numbers 0 to 30 and use descriptive language surrounding Move to students and use.
area. Learn up those still Who can and cant
Success criteria: Multi-link learning to recognise which
Can they use language such as length, end, long, longer than, longest, short, blocks count to and items are
shorter than, shortest, high, higher than, highest, tall, taller than, tallest, low, Whiteboards from 30. longer/shorter?
lower than, lowest and the same as. Whiteboard Allow Who can use the
Introduction (O) markers students to language
Counting to 30 on a number line. A pair of work at independently or
https://www.studyladder.com.au/teacher/resources/activity/counting-to-30- shoes different with assistance?
on-a-number-line-21225 paces. Student reflection
Introduce comparing length. HOT what is something
Body (G) questions new they learnt?
Compare length using examples relevant to children - Student A lay down asking
on the floor and student B come and lay next to him Who do you think students to
will be longer? Who is longer? How do you know that? Ask students what is predict or
length? Adjust their definition if needed. estimate what
Body (E) they think
Measure which student is longer with the teachers shoe will be
Directly comparing length (longer and shorter) on IWB. longer,
https://www.studyladder.com.au/teacher/resources/activity?activity_id=28070 shorter etc.
Move to Learn brain break before
https://www.youtube.com/watch?v=t8e4Xtr5_W0 measuring.
Use informal units to measure length
 https://www.studyladder.com.au/teacher/resources/activity/measure-length- Allow
using-informal-units-21609 students to
In pairs student collect a whiteboard, marker and multi-link blocks and use work
the multi-link blocks to measure the length of the pencil tray, desk, chair etc. independently
and record their results on a whiteboard. during IWB
12:55 Conclusion (R) activities and
pm Did anyone learn any new words today? in pairs when
If the pencil tray was 11 multi-link blocks, the chair was 15 and the table measuring.
was 42, which item was the longest and shortest?
Why it is important to learn how to correctly measure things?
What might you need to measure in real life?
RECESS
1:20 pm Syllabus outcome / Descriptor: ST1-8ES describes some observable changes Weather As this will soon Weather observation
that occur in the sky and landscape. observation become an chart will become a
ST1-4WS investigates questions and predictions by collecting and recording chart printed assessment the formal assessment at
data, sharing and reflecting on their experiences and comparing what they and sheets activity is
the end of the week.
others know. Whether completed as a
observation class for students Can students
Objective / Learning intention: As a result of this lesson, students will have
chart open on to gain a better
learnt how to observe and document weather changes and discuss observable independently
IWB understanding of
changes. record the weather
Theme books what is expected
Success criteria:
Glue of them. on the observation
Can students discuss and document the observational changes in both the sky
and the experiment? Sharpened chart?
Introduction (O) pencils Speak clearly,
ensure silence Can students
Remind students of the Weather observation chart they did last week.
Explain that we will be doing it step-by-step together today and if it is Glass jar with and all eyes describe the
completed in time we will be doing an experiment. lid before explaining observable changes
Hand out sheet havent students glue into their Theme books. Boiling water to support those they saw?
Body (G) Match with hearing and
Go through each section as a class and agree on an answer for the whole Ice
processing
class. Whiteboard
difficulties.
Body (E) Whiteboard
Have students circle the answer the class agreed upon. markers
Circle the agreed answers on the IWB for children who need the extra visual
support.
Conclusion (R) Not a Cloud
Bring up last weeks completed Weather Observation Chart results on the in the Sky
IWB. Book
Discuss differences and similarities and why this might be.

Introduction (O)
Find out prior knowledge about clouds.
Explain that as a class we will be making a cloud in a jar.
RULES: Students are to stay on their side of the masking tape on their bottoms
(unless standing at the back) as I will be dealing with boiling hot water and
matches which could both burn someone if they got to close. If students are not
able to follow the rules the experiment will be stopped immediately.
Body (G)
Starting the experiment
1. Fill the glass jar full with boiling water and leave for 1 minute.
2. Take away about the water.
3. Light the match and hold it inside for a few seconds before dropping it
into the water.
4. Cover the top of the jar with ice and watch the clouds form.
Ask student
- How would you describe what happened?
- Why do you think this happened?
- Explain to students what happened.
If you look inside the jar very quickly you will see vapour starts to form.

This is because the warm water and the match heats the air inside the jar.
Warm wet air rose to the top of the jar and ran into the cold air just below the
ice cubes. When the warm wet air meets the cold air, they create a cloud of
water droplets which creates the clouds inside a jar.

Clouds are just collections of tiny water droplets formed when the warm air
heated by the sun meets the cold damp air coming off the cold ground. When
enough water droplets form together, they get too heavy to float and fall as
rain.
 Discuss a sentence that could be written about their observation. Scribe on
the whiteboard.
Body (E)
Send students to their desks to draw their observation before attempting to
write a sentence from their observation.
Conclusion (R)
Select 2 students to read their sentence and explain their drawing.
Read Not a Cloud in the Sky book.
Supervising teacher: M.OBrien Date: 14/3/2017

Reflection on student achievement Reflection on your delivery of the lesson.

Students 1, 2, 3 and 8 were able to complete all the activities on their learning Student 6 came in with a tissue in his explaining that he had to get drops in it
contract. this morning I decided to sit him up front to my right so he could hear the
Student 16 completed all morning activities including fast finishes so finished instructions better and used a lot of Hands on to, that means stop so he could
off her work in the unfinished work tray. quickly tell by classes reactions when I was asking for attention.
Most students were able to spell all their words correctly and follow each
activity. However, as student 17 has recently moved from America, he is still
adjusting to the Australian spelling of certain words e.g. mom.
Students 1, 2, 6 and 8 were able to draw their picture and either copy the
sentence from the board or discuss with a teacher before copying the teachers Ensure the red bin is where you want the children to be able to judge where
writing. they need to sit, prior to the writing lesson as sometimes the cleaner moves it
All students were able to take their next new page, put the date in the top left when emptying it.
hand corner and most of the time use capital letters and full stops in the correct
places.
Students 11, 12, 15, 16, 18, 22 and 23 were able to write their own sentence
independently with little to no help.
Student 3, 7, 9 and 13 were able to tick off achievements on their writing belt
today.
Student 17 became very involved in maths when we measured student 11 with
Continue using math games to remember and understand topics. However,
her shoes.
when possible, use a student to demonstrate the beginning of a concept as all
Students seemed to really enjoy the maths lesson today and were able to use
students are much more focused and engaged when a student is up the front.
the vocabulary discussed at the beginning of the lesson.
Use table groups to work collaboratively.
The majority of students were able to observe and document the observable
changes and weather changes both in the experiment and the sky
independently with little guidance. Student 1, 2 and 3 worked together with
myself to grasp the concept better.
Annotations
Note the focus area and standard
descriptor/s the artefact /
document reflects
3.1 - Establish challenging
learning goals
Set learning goals that provide
achievable challenges for students
of varying abilities and
characteristics.
3.2 - Plan, structure and
sequence learning programs
Plan lesson sequences using
knowledge of student learning,
content and effective teaching
strategies.
3.3 - Use teaching strategies
Include a range of teaching
strategies.
3.4 - Select and use resources
Demonstrate knowledge of a
range of resources, including ICT,
that engage students in their
learning.
3.5 - Use effective classroom
communication Demonstrate a
range of verbal and non-verbal
Describe the artefact / document and indicate
the possible impact or result on teaching and/
or student learning
This artefact is my day plan for a Year 1
class that includes innovative lessons with
information surrounding preparation,
considerations, differentiating strategies and
assessment details.
This day plan was constructed with different
strategies I could use to engage and better
support my diverse students and the safe use
of Information and Communication
Technology [ICT] in mind (Gerbic & Stacey,
2009). By using a range of teaching
strategies to differentiate both my teaching,
the content and student outcomes, I was able
to better support and meet the specific
learning needs of all of my students
regardless of their ability (Killen, 2013). I
selected and used a range of resources
aimed at supporting all learning styles to give
all learners a chance at learning and retaining
information better and expose them to other
styles of learning (Schmeck, 1988). The safe
and responsible use of ICT was very
important so in previous lessons I had set firm
expectation around use of the iPads and the
students were quick to report back to me if
someone was not following the rules. This
would then result in an iPad ban for the rest
of the lesson. The use of the iPads in the
spelling activity was a fun, exciting and
Describe how the artefact / document
meet the standard descriptors you have identified.
As I have a large variety of abilities within my
class, I have used tiered activities where possible in
order to provide flexible learning experiences where
students can work at their own pace with achievable
individual learning goals for those who need them
(APST: 3.1). Each lesson is planned in a specific
sequence following the New South Wales Syllabus,
that allows children to build on their prior knowledge,
before, moving forward onto new or related topics
(APST: 3.2). In the planning of these lessons,
strategies that I have incorporated include: grading as
students go; homework options; learning contracts;
use of mini whiteboards and hand on activities; tiered
activities; flexible working pace; checklists; use of
stations for different activities; alternative
assessments and expectations and student reflection
and feedback (APST: 3.3). By selecting and using a
range of beneficial resources including ICT, students
are better engaged in their learning and are beginning
to have an understanding as to how different
resources can support their learning whilst teaching
students metacognition (APST: 2.6, 3.4 and 4.5).
By using visual step-by-step instructions, classroom
expectations, day plan, WALT and WILF to support
my clear and simple verbal instructions I have
 communication strategies to
support student engagement.
3.6 - Evaluate and improve
teaching programs Demonstrate
broad knowledge of strategies that
can be used to evaluate teaching
programs to improve student
learning.
rewarding way to engage all students in their
spelling words and can be used as extrinsic
motivation (Tzn, Ylmaz-Soylu, Karaku,
nal, & Kzlkaya, 2009).
supported my students who are both visual and
auditory learners (APST: 3.5). Although some of the
non-verbal cues are generally used for specific
students who depend highly on these reminders; they
are beneficial to all learners and help many students
remain on task (APST: 3.5). I have used my
reflections of student achievement and my delivery to
evaluate and improve my teaching in order to improve
student learning (APST: 3.6).

References

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Gerbic, P,. & Stacey, E. (2009). Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education. Hershey,
Pennsylvania: Information Science Reference.
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.). South Melbourne, Victoria: Cengage Learning
Australia.
Schmeck, R. (1988). Learning strategies and learning styles. New York: Plenum Press.
Tzn, H., Ylmaz-Soylu, M., Karaku, T., nal, Y., & Kzlkaya G. (2009). The effects of computer games on primary school students
achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.