So what is clumping? I often revisit a skill or concept and clump a series of planned learning experiences for my children. The first learning experience is designed to gather prior knowledge. It’s always interesting to revisit a skill or concept to find out the learning entry point of each child. I usually note their answers in their language whilst looking for misconceptions.
This post follows on from Numeracy: Graphing – Column Graph. The children have completed various class graphs, collected data, inquired as to the purpose of graphs and revisited constructing a tally. My students collected data on PD’s favourite sea creatures, completed a class tally and recorded the data on a graph for display.
Once the graph was completed my students were asked to make statements about what the graph indicated. These statements were recorded by the children and placed on the graph. The graph will be displayed as a reference point in the classroom.
This week my students will explore pie graphs using a colored bead necklace to help them construct their own pie graph. They will also independently construct their own column graph as an assessment item. The independent column graph will be annotated by the children to show their understanding of constructing a graph, creating a tally and drawing conclusions.
I’ve found that clumping a series of lessons on a particular skill / concept deepens my students’ understanding of what they have been taught. Having said this, all skills and concepts a regularly revisited and extended.
The Prep children made a little suitcase and have packed items of their culture and family traditions into it. What would you take from your culture to add to the culture of a different country? This group of children participated in ‘the little red suitcase’ activity at the Immigration Museum in Melbourne and this activity followed on beautifully. This is also a special something parents will be able to keep.
The children have put family photos, their birth certificate, family history and traditions and other items of personal choice to take with them on their journey.
My students were given 30 packing ‘bits’ which are now biodegradable and made of corn starch instead of foam. These packing ‘bits’ are stuck together simply by wetting the ends and holding them together for a short time.
Each child was given 30 pieces to construct a model of something of their choice. If new pieces were requested the children had to ‘count on’ and record the amount they were using. Each child had to construct their model, and when completed draw their model ensuring their diagram / drawing displayed the correct amount of packing pieces.
Last week my students explored collecting and graphing data. As a grade we collected data on our pets. My students learnt how to tally up the results and represent the tally on a simple column graph. The children were asked to draw conclusions from the graphs once completed. They were also asked to explain why information is presented in graph form.
My student’s conclusions as said:
Collingwood has the most
Collingwood got 6 and Hawthorn got 4
The most popular team is Collingwood.
The least – less popular teams are Geelong and Richmond.
The 2nd most popular team is Hawthorn.
The 3rd most popular teams are Essendon and Brisbane.
Geelong and Richmond are both ones.
St Kilda and Geelong have nearly the same amount of numbers.
Essendon and Brisbane have the same amount of numbers.
Brisbane and Essendon are the same.
Brisbane has nearly the same amount as Hawthorn.
St Kilda has 2 and Geelong has 1
Hawthorn nearly has the same as Collingwood. It just needed 3 more.
Collingwood won and has 6
Some of the teams have the same, some do not.
Collingwood is the big one.
St Kilda is nearly the last but Geelong is.
Geelong and Richmond have the least number.
Brisbane has got on top of Hawthorn.
Last week my school had French day to celebrate ‘all things French’. Our students learn French from week one of Prep. Young children learn a new language with ease, compared to adult learners. The children had a wonderful morning full of activities provided by French-speaking members of the community. They watched a French children’s film, played petanque, completed a French style painting among other activities. The children were asked to dress in French colors, or as something French. A special French lunch was ordered by our students.
This was a great opportunity to plan a PrepD Student Led Interactive Writing session as all children were involved in the day. A common experience (Language Experience) is needed for this writing strategy. This group of children are now composing their own text. As always, I’m looking for the transfer of my teaching in their writing. My mantra is, just because I’ve taught it doesn’t mean they’ve learnt it. I have to look for evidence of my teaching and their learning. Reviewing their compositions informs my teaching. Each child is identified by a color. Names are recorded down the side in a chosen color.
The PM exemplar structure is evident in their writing and this group of children are able to articulate the WILF (what I’m looking for) and WALT (we are learning to) for the Recount genre. I love the fact that they are confidently using simple and some complex punctuation.
A quick post: Today my students focussed on adjectives. Adjectives are introduced as colouring in words. My students understand we colour our pictures in to make them interesting and exciting for ourselves and others.
Introducing adjectives using this explanation works for this age group. The children and I completed several examples together. The example
sentences were: I have a dog. I have a kite. These sentences definitely needed colouring in.
After completing focus examples the children had to independently complete the activity. Their sentence was, I have a cat. I’ve included a number of random examples. This activity needs to be completed many times, it’s quick, and the children enjoyed sharing one of their coloured in sentences.
I’ll be looking for the transfer of my teaching in my students work. Just because I’ve taught something doesn’t mean they’ve learnt it. So important to remember!
Using a recount exemplar to scaffold writing structure is assisting my students to develop needed control of their written text. My students have been extending their writing to include a title, sequenced detail and a personal comment. All children, at every stage of writing development are benefitting from using an explicit structure to support their writing. The examples below display the children’s use of the taught structure and features of a recount. These samples are of unassisted independent writing. The Level 1+PM Writing Exemplar book is providing extension at ‘point of need’ for students.
Before writing their journals, the children focus on the exemplars discussing the main features, punctuation, spelling strategies, title, events and
time words. When modeling a genre to my students I always use the structure outlined in the PM Writing Exemplars. This term I am using a combination of PM Exemplars for Teaching Writing Book 1 and Book 1+.
Orientation: When? Who? Where?
Sequence of events: What happened?
A large number of my students are now extending their writing and are excited by their ability to record events. These students are 5 & 6 year olds, and I’m amazed by what they are capable of. It’s interesting to see their use of punctuation developing in the examples below. Using commas, capital
letters, full stops, appostrophe of ownership, spaces between words and time words is evident.
The PM Writing Exemplars for Teaching Writing are large format books designed to help teachers model the conventions of written language in whole-class and small-group sessions. The books provide the initial introduction to each text type, presenting and deconstructing exemplars of the 9 text types taught across the 4 levels. The Exemplars for Teaching Writing form the start of the PM Writing suggested teaching pathways. The material presented in these books is reinforced through use of the Interactive Writing Pro Formas and Student Books. Each exemplar text is presented over three double-page spreads.’ NELSON CENGAGE Learning
Monday’s Recount. Sample 1 – Page 1
Final personal comment. Page 6