Pre service Teachers Name: Bonnie Lilford

Mentor Teachers Name: Kirsty Johnson

School: Ballam Park P.S

Year level: Grade 3/4

Lesson Focus: Guided reading session, looking at developing their reading abilities
Lesson Time and Date:

Lesson Duration:

Reading Group: Dark Green (24-26): Shantae, Angus, Christopher, Ryan and Tahnee.
Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
Students are learning different skills to assist them when reading and completing comprehension
work. This particular group of students will be working on their fluency when reading. They will be
working on their expression when reading in different contexts, focusing on punctuation such as
quotation marks and full stops, and ensuring they are taking a breath when needed. Students will
also be using their comprehension skills to complete an activity and gain understanding of the
book, what message the author is trying to convey, and what the book is about.
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)
-Discuss texts in which characters, events and settings are portrayed in different ways, and
speculate on the authors reasons. (Australian Curriculum).
-Read an increasing range of different types of texts by combining contextual, semantic,
grammatical and phonic knowledge, using text processing strategies, for example monitoring,
predicting, confirming, rereading, reading on and self-correcting. (Australian Curriculum).
-Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by
drawing on a growing knowledge of context, text structures and language features. (Australian
Curriculum).
Students Prior Learning (What has already been taught/learned about this content/skill?)
Students should have practice in reading using expression and the changing in their voice when
quotation marks are being used.

Teaching and Learning Preparation (What resources will you need to prepare?)
-The book Pollution
-Activity Sheet

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Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?

Introduction to the lesson, will be asking students what the title of

the book is and what they think the book is about.

What kinds of questions

might you ask?
This should link to prior
learning experiences.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?

Students will then read two pages each of the book. I will observe
the students use of different expression and punctuation skills
when reading the book. If students are not using these skills, I will
remind them of this by asking them questions.

How will you manage

transitions between various
lesson phases/activities?

I will ask the students questions such as:

- What do we use quotation marks for?
- Do we change our expression when using quotation marks?
- What should we do when we see a full stop? Take a breath?

What kinds of questions might

you ask?

Once students have read the book as a group, we will then discuss
what the book is about, asking them to summarise it for me.

What formative and/or

summative assessment
strategies will be used in this
lesson?

Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will
you ask?

The conclusion of the lesson will be for the students to complete

the activity sheet. The sheet contains comprehension questions
regarding the book they just read as a group.
I will ask the students questions of how they may be able to find the
answer to their questions on the sheet. These questions will be:
- How do you think we can find the answers to the questions by
looking at the book?
- Does the page number on the sheet help us to find the answer?
Students will then have to complete the activity sheet.

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record

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student learning outcomes?

How will you include the
student voice in assessment?

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Pre-service teacher self-assessment

Needs Improvement
Aspect of the lesson

Progressing
How would you assess
yourself?

Achieving Well
Comments

Introduction to the lesson

Planning & organisation of
materials, resources
Communication with students;
explanation, questioning skills
etc.
Selection of learning activities
Monitoring/assessment/feedback
of student learning throughout
the lesson
Conclusion of lesson; transition
to next lesson/session
Overall quality of the lesson

Reflection
What do you think was successful about this lesson? Why?

What could have been improved? What strategies might you use in the future based on
your learning from this lesson?

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Mentor Teachers Feedback

Aspect of the lesson
Introduction to the lesson

Your assessment

Comments

Planning & organisation of

materials, resources

Communication with
students; explanation,
questioning skills etc.
Selection of learning
activities

Monitoring/assessment &
feedback of student
learning throughout the
lesson
Conclusion of lesson;
transition to next
lesson/session
Overall management of
the lesson

Any other comments: (including learning goals for next teaching activity)

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