phonics and oral language

• Engage in professional learning and adaptively apply this learning in practice.
• Communicate effectively with others.
• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Ashley started todays Tool Kit: The above blend booklet, PR is the blend, make up all the words and how to say these words, prize, present, problem etc. Next day go over the last blend before moving onto the next blend. Laminate the cover sheet which is clear and bind the blends into one booklet.
We always need to consider not all students will have these blends even in later years at primary school. I really appreciated this resource being shared and it seems such a simple and helpful one to use in a busy classroom.
Social story: make a laminated A4 sign, with photos of how to be a good friend, how to sit on the mat, how to answer a question, how to listen. Room 7 made these social stories to remind each other what everyone in the class should be doing.

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Aireen presented Sheena Cameron oral language techniques, critical thinking, building up new ideas for students. It was fun because we had to get up and move around and be part of the learning the students would enjoy.

• Also known as 'Conscience Alley', the group takes on 2 contrasting viewpoints to provide a tunnel of thoughts for the character travelling through. Description. Split the group into 2 and ask them to form 2 lines facing each other - this is the 'tunnel.https://drive.google.com/drive/folders/1lycTq_fCIINXk7_1bwscIK-uz9DBpW6k

Laadan and Lucina presented, Yolanda Soryl phonics, quick learning on phonics

first , end and middle sound with hand actions,

Hearing, Robot the sounds h a t = hat, arms are waving up and down for the h, a, t

Seeing, with the cards.

They have some of the books and are gradually working their way through them with the students and report back that the students like these short snappy lessons.

Clapping out the syllable and rhyme of nursery rhyme after having read to the students.

Jo presented

Building our ideas on a sentence using lego bricks as a progressing reward.

I went to the park, I went to the park it was a sunny day = 2 bricks

I played on the swings

I sang

Each time add a lego brick

Rule the page into 3 sections, park, swings, sang

You could add coloured bricks for adjective or adverb