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Thanks for sharing your plan Yvonne – it’s really useful to see how others set up Literacy Lift Off. I think the use of Book Creator will be really useful in my setting as SET and as an independent station.
I love the idea of being able to create wordles – I hadn’t spotted it the first time I looked so thanks for drawing my attention to it. Definitely one for next year!
I really like all your suggested uses for Word clouds. I think I might use it for creating All About Me documents with the children in September.
I definitely agree that Learning Centres in the senior classes would be a great idea, particularly for those students who might feel self-conscious about being withdrawn for support. It also allows for revision and extension depending on the pupils.
I am intrigued with idea of Learning Centres as a way for Class teachers and SETs to collaborate and provide support, particularly for numeracy when some children may need an alternative way to explore a topic or have an opportunity to over-learn a new skill.
From a logistical point of view, my time with the children would be maximised if I were collaborating with a class teacher in, or just outside, their class as opposed to the trek back and forth to my own! Within in my own setting and practice I occasionally have a Learning Centre set up if the School Support group is on the larger side and I need to focus on one-or-two within the group. But again having this set up within the class would give all pupils an opportunity to practise and consolidate newly learned skills.
I have seen Learning Centres set up within Junior Infants, First and Third Class and I like the sense of ownership and control of learning it gives the children but they are generally used for early finishers so the same children get to use them time and again. Having Learning Centres set up within the class, with two teachers on hand for support, would ensure fairer access and the ability for the teachers to differentiate the work depending on the pupils.
The challenges I can envisage are time constraints for planning and set up – although we are getting a new Principal in September and I love the suggestions in the chat about the Principal holding regular assemblies to release class teachers and SETs for collaboration and using CP hours for the same! Having time to plan properly I think would help with some class teachers accepting another teacher in to their class. Fear of the unknown and expectations can be a real barrier to this occurring in many schools.
Thanks Elaine. I found the task really useful as we are looking to add a bit of diversity to our in-class intervention programmes in the coming year – and medial vowels are often an issue, particularly when the children are expected to spell CCVC words independently.
I like how you used Word Art to give the children a different way to record the choices their making – definitely makes it more interesting and easier for them to recall and for with.
One thing I fall down on every year is recording my assessment in a meaningful way which is the reason I will be using those exit tickets – in SET we don’t always have concrete evidence of progress even though it is being made!
This is a six week plan Junior Infant plan, focusing on naming and sequencing letters of the alphabet and consolidating short vowels. It is intended to be used at the end of Junior Infants once all vowels and single sounds have been taught. A quick vowel screener would be used before the intervention to identify individual children’s support requirements.
It is designed to be implemented by a class teacher, 2 sets and an SNA overseeing and supporting an ‘independent’ station with a focus on digital tools and free writing/drawing.
The digital tools I chose were the Word Cloud generator on abcya.com, My Story Book, Khan Academy Kids and Word wall as they can mostly be prepped in advance.
It’s frustrating when you click the links and they either don’t work or you have to go searching through another website to find what you want!
I like precision teaching as a standalone approach to embedding high frequency words after they’ve been explicitly taught – not so keen on SNIP as an approach in its entirety but your are correct, some children really enjoy it!
The possibilities with the Mary I resources are endless! One in particular I like was the word cloud generator on ABCya.com. I can see myself using that to support visual discrimination and matching words on screen to word cards in September. I also think it would be a nice way for children to record their newly learned words (especially HFWs) – we could then screenshot and print to create individual posters for scrapbooks etc.
I will be using Socrative in my setting from September.
After looking around the site, its possibilities and my own practice I plan to use Socrative to assess literacy by replacing the traditional lesson ‘chat’ with explicit questions based on the following activities:
– alphabet sequencing
– memory work
– recall of spelling newly taught HFWs
– recognition of correct sentence structure
– listening comprehension/recall of information
For one-to-one sessions, completing quizzes alongside children allows for probing of their decision-making and how they reached a particular solution. Allowing children opportunities to discuss how they decided on an answer develops metacognition and helps the children explore their own personal learning style. Multiple choice also reduces the anxiety for children who may struggle with literacy if they have to recall information that is not yet secure with no scaffolding in place.
Socrative also provides Exit tickets which are a useful tool for collecting lesson feedback from multiple students at the end of small group instruction.
The information provided by the data collected by Socrative provides information to support both AfL and AoL in an interactive and fun way – providing less stressful ‘testing’ of the children.
