St David's day is on the 1st March please see below for some links to activities/crafts
Click here
Click here
Friday 29 February 2008
Wednesday 27 February 2008
Fine motor skills - scissor activities
Young children need loads of practice with scissors before they are totally competant when cutting. Here are some good sites with lots of printables and also lots of tips for helping children with those fine motor skills.
Click here
Click here
Click here
Click here
Click here
Click here
Click here
Click here
Tuesday 26 February 2008
Communication 4 All
Communication 4 All
I really love this website. There are loads of free resources with an emphasis on the child with SEN. Some great printables and games. You must check it out!
I really love this website. There are loads of free resources with an emphasis on the child with SEN. Some great printables and games. You must check it out!
Monday 25 February 2008
Flip flaps or flip flops for Numeracy
Great resource for numeracy. You can use them for number bonds to 10, counting in 2's, 4's. 5's etc. The one above is one I made for number bonds to ten. The instructions for making one are in the first link
Here are some links
Sunday 24 February 2008
Time Fillers
What to do in those spare few minutes with a whole class...
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
Typing game for 5-8 year olds
I thought this was so simple but so good. It would be ideal for very young children to learn where all the letters are on a keyboard.
Click here
Click here
Saturday 23 February 2008
World Book Day
World book day is on 6th March this year.
The official site
I hope you are all getting your outfits out to dress up for the day
The official site
I hope you are all getting your outfits out to dress up for the day
Phonics glossary
Glossary of terms
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
Magic 'e' or split digraph
What is the best way to teach the split digraphs?
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
Thursday 21 February 2008
The Sound collector worksheet
The Sound Collector worksheet for children to write their own poems. You could get the children to collect sounds from your school, or from the park or from the zoo.
Lesson plan and activities for 'The Sound Collector'
Click here
Wednesday 20 February 2008
Teaching children with autism
Social Stories
This is a really good site for information about Social stories.
Check it out!
Just found this link (added 26th March)
Lots of social stories
This is a really good site for information about Social stories.
Check it out!
Just found this link (added 26th March)
Lots of social stories
Tuesday 19 February 2008
Examples of HLTA assessor questions
There have been many posts on the forum about questions that the assessors might ask. Here are a few that I have picked out:
How do you feed back to the teacher and how do you assess whether children
have progressed in learning .
Give me an eg. of an actvitiy that you had planned ,that you had to change
when you carried out the actvity to meet the needs of the children . eg . of
spur of the moment thinking...
If a child said a racist comment what would you do ?
Talk me through the process of the schools SEN policy.
How do i progress learning . Give egs.
Give me an example of how i have dealt with bad behaviour . What methods
did I use?
Have you had the opportunity to observe others. What did you learn?
How has going on a particlular course improved your proffessional
development? How do you make sure you differentiate the work that you plan ?
My involvement in assessment and recording .
How and why I analysis the information
What is your overall contribution to the school? (Chlo)
How do you get on with other TAs - do they see you as a leader?
What would you do if a teacher had planned work which was inappropriate for
child you're working with?
What do you know about the SEN Code of Practice? (don't think "very little"
would be the right answer, but didn't expect quotes from documents or anything)
How do you manage behaviour in the classroom?
How often do you teach whole class alone?
How do you contribute to the ethos of the school?
How would you deal with a racist remark from a child?
Do you do your own planning or does teacher?
How are your ICT skills?
How do you contribute to record-keeping?
Do you have much contact with parents and what sort of relationships do you
have with them? Have you been involved in a risk assessment for a trip?
How confident are you about Child Protection issues?
How do the ethnic minority children know that you personally respect their
background? (Miranda)
Monday 18 February 2008
Group work feedback form
Thank you to Vee from the HLTA forum who has sent me these two feedback forms that she has designed.
This is a form I designed for using in class or for group intervention work. I use a simple tick, tick and question mark or a cross if the children have either got the objective, nearly got it or haven't got it at all. I find it easy to use whilst working with a group of children.
Click on the image above and then right click and save to your computer. You can then insert it into a word document set for Landscape. I hope you find it as useful as I do.
Vee from the forum just suggested a traffic light system where you could use the colours red, amber and green for if the children have understood the objective or not. Thanks Vee!
Understanding the value of each digit in a 2 digit number
Numeracy game I played today with a group of children.
You need a 2 or 3 sets of digit cards 0 - 9
and a board something like this
Each child to have a board.
Each child in turn picks a card and decides whether to put it in the tens or ones column. Each child then picks a card and puts it into the empty column. What number have they made? Who has the largest number? That child is the winner and is given a counter.
Start again to see who can make the largest number.
You could play it to see who can make the smallest number.
You need a 2 or 3 sets of digit cards 0 - 9
and a board something like this
Each child to have a board.
Each child in turn picks a card and decides whether to put it in the tens or ones column. Each child then picks a card and puts it into the empty column. What number have they made? Who has the largest number? That child is the winner and is given a counter.
Start again to see who can make the largest number.
You could play it to see who can make the smallest number.
Sunday 17 February 2008
Advice for newbies starting out on HLTA
What advice would our members give to people who are just starting out on the HLTA Process?
Listen to your HLTA provider and take it one step at a time (Jac)
Don't panic! (Miranda)
Don't feel you have to write all the tasks before day one. Your provider is there to guide you through this process (Debbie)
Keep notes in a little book, of lessons you have done (Blueliz)
Keep the lesson plans that you have been given (Jac)
Any evidence of learning outcomes, from children's work (Blueliz)
Take photographs of any displays you have done Take photocopies of any worksheets you have marked. Keep minutes to any meetings you attend Make a point of giving written feedback to teacher, eg have a little shared book which you can both use to jot things down (Debbie)
Photograph children's work in case you need it. My Yr 4's made chairs and I photographed each one. They can go in their Art books and I can use some if I decide to use their class for Task 3. (Squirrel)
Quote the relevant polices and acts to prove you know them and are following them, especially "Every Child Matters"
Keep all IEP's and your own planning (Jac)
Saturday 16 February 2008
F 9 Evidence grid for HLTA process
Whilst searching for an answer to a query on the forum I found my F9 grid so thought I would post it for anyone else who is a little concerned about how to fill it in. I have only posted the first page and taken out any identifying information
Do you work as an HLTA and if so how are you used?
This question was asked on the forum and these are the replies
I deliver intervention programmes with small groups in the mornings and PPA/management cover in the afternoons (Charlie)
I am used for intervention work, PPA cover and inclass support (Debbie)
I have been a hlta for three years, never been paid as one but was expected to cover classes. Would only do that with another ta in support.Why should a teacher paid 30,000 a year have a ta but hlta not even paid half of that cover on her own? All tas in my school take small groups and deliver intervetion programmes. (Tiggersmum)
I am employed as a HLTA - for this I have to plan and deliver for PPA cover every afternoon. This also includes marking, setting up equipment - I cover lots of Art/ D& T lessons, making displays - my school view the role of HLTA to be unqualified teacher. My other HLTA hours are for running and managing the schools website. I also plan and deliver booster classes for Year 6 and support an NVQ for Numeray and Literacy lessons but I am emplyed as a TA for that - Level 3. (Little miss sunshine)
In my last post I covered PPA time planning, delivering and observing for an afternoon the rest of the time I was an TA in a reception class. In my present post I now take the class for 2 days working with the class teacher on the medium term and short terms plans for the class along with setting targets/goals for each child. (Jac)
I teach whole classes for two days, paid as HLTA, rest paid as a TA supporting children on SA and SA+ out of classroom (Vee)
I get about 19 hours as a Ta and 7 as a HLTA but not at full HLTA pay about £2 an hour more than my TA wage. For this I am supposed to attend all staff meetings, and training days, and cover PPA for my CT. other TAs get cover supervisor pay for doing this. Rubbish really...(Suem)
I cover two PPA a week, and any other sickness/courses that come up which is quite frequently and when I do these I'm not usually supported by another TA - as has been said above, makes a mockery of it all really.(Smilingmoose)
I get paid as and when HLTA hours - it changes each week but I cover PPA, management time and courses so I usually do about 12-15 hours w week on HLTA pay and the rest is TA rate! (Nick)
Hi ,I am employed seventeen hours as a TA and twelve as a HLTA a week I cover PPA afternoons and the odd times for parents cofee mornings. Also odd cover for the coordinators to observe lessons. etc. I have to claim for overtime for the difference between TA and Hlta about 90p. We still employ supply teachers for absences etc.(Rosy Jan)
I think it is interesting thast nearly everyone is used as an HLTA for PPA/ Supply cover work with whole classes and paid as a TA for the rest of the time. My HLTA assessment also included working with groups and individuals; taking the whole class was only one of 30 odd standards. This does seem to me to be a form of exploitation and against the ideals set out by the WAMG.
Time, I feel, to remind folk of this: www.tda.gov.uk/upload/resources/pdf/w/wamg_effective_deployment_june06.pdf (Emma)
I am employed as and paid as an HLTA for 36.5 hours per week. I currently cover some PPA time (head discussed with me whether I wanted to do it or not!) but it was not part of my original job description. I do realise that I am the exception but let it give hope to some others - there are proper HLTA jobs out there - and properly paid too! (Miranda)
I work full time as a HLTA, have my own classroom, doing intervention (Literacy, numeracy, reading, science, art, etc) and SEAL work with pupils who are underachieving. Do my own planning assessments, marking, etc, etc. I still have my old contract and pay as before with no hope of it changing. Good job I enjoy what I do and get a lot of satisfaction from it. (Blueliz)
Because of my skills in art - I have two days teaching art during PPA. All planning and assesment is done by me for whole school art. No TA present during lessons. I take year six sessions of half a class all day monday. I also teach maths and literacy year six lower groups Wed morning. I only have Wed afternoons -during this I take individual children for Catch-up literacy programme and friday mornings I work in my year six class. Fri afternoon is my own preparation time. Oh forgot I'm also the school art co-ordinator and am expected to do all the public displays in the school. I'm also asked by other year teachers to help with any art work they might not be able to manage. Oh and I cover any teacher courses /time out etc. I do get paid across the board HLTA rate. As you can imagine - Am meeting the head after half term to tell her what I haven't got time to do anymore- like taking photo's . (Roshol)
I am currently working towards HLTA and have been doing PPA.I too do Art and D&T. KS2 this year and have done Literacy, Geography/History and RE for KS1 in the past.I agreed to doing it because I wanted to do my HLTA but my old HT wouldn't agree to it. It was a shame because I had a large file from STAC to transfer and a tutor who spoke up for me.I don't think he agreed with it at all. (Squirrel)
I am employed as and paid as an Hlta for 26 hours a week, my week consists of booster groups for the first part of the morning, two after break sessions I cover the class for smt/senco time, the other three after break sessions I am supporting the class teacher in the classroom. My afternoons are mainly covering ppa time, because I have done the P.E course also I tend to teach P.E during these session. Most of the time I am on my own in the class, unless there is a child with 1-2-1 support, But I do get a lot of support in other ways from the other T.A`s and Teachers. (Jingle)
hi there !! i have been an hlta since july 07 ,i am the only one in my school so you would think id be used alot WRONG!!! knowone even refers to me as an hlta !! i was given a VERY SMALL pay increase 25p per wk anyway then told i would be paid extra if did hlta duties THEN they realised that i was being piad less than a new part time ta so gave me another pay rise (25p) As for my work i teach the yr 2s in my class all the time (my teacher doesnt know what to do with them as she was used to yr 5s !!!!) i do a before school club ,do assesments mark work,take small S.E.N grps ,take swimming lessons run a computor lesson each week the list is endless much the same as most TAs but i still love the job (i must be mad !!) (mrsp)
I get paid HLTA rate for all my hours. My extra responsibility is to be line manager for the TAs and to cover PPA time for 4 classes.(xjdx)
Hi I am paid throughout the week HLTA rate. For this I teach art for all PPA classes, thats eight a week All day tues and Thurs. I do planning and assessing for this. I take half of both the year 6 classes for class activity while other half in ICT suite all day monday.Then literacy and numeracy large lower year 6 groups Wed mornings. Wed afternoon individuals from year 6. Friday morning I'm supposed to be in class but am very often asked to cover for teachers abscence. this also happens on a wednesday too. Also do all the public displays in school.My own PPA time goes out the window. Oh and I am also the art co-ordinator in the school. Got a meeting with the head next week, as you can imagine. just arn't enough hours in the day to cover all this and planning. Oh and I also work three days as an MDSA. think that's probably got to go as all the extra teaching messes up the mid day supervisor. (Roshol)
I get HLTA pay for all my hours. I cover a full day with a group of children plus 3 TAs at a local agricultural college, I cover for Annual Reviews two mornings a week, cover PPA for one morning and 3 afternoons a week (for which I do all the planning and preparation) and I have an afternoon for my own PPA. If teachers are away I occasionally lose my PPA but get it back another week planned in advance so they can get a supply teacher in to cover me!!!! Have always had all my hours paid at HLTA rate since getting the Status even before ll my hours were used as HLTA. The difference is a lot more than 90p an hour!!!!!!!!!! (Becks)
I am employed as an HLTA in a secondary school - all hours at full HLTA pay. I plan for, teach and assess bottom set year 9 and 10 in Maths, one lesson a week each. I could have TA support but chose not to as we are stretched enough as it is. I cover for absent teachers, but only ones who I would be supporting anyway so I know the students and the subject in detail. I am a full second in faculty to the SENCo - line management responsibility for other eight TAs, write reviews/IEPs etc, run review meetings where necessary and do all the other TA jobs I always used to, supporting, extracting for basic skills etc etc. When I was awarded the status, I asked the deputy head when she was going to amend my contract and pay me as an HLTA instead of a level 4. She had the foresight to see that by playing fair, the school would reap the rewards so she agreed. By doing this, other TAs were then able to be promoted where applicable. We now have a new level 4 TA, two new level 3s (one currently going for HLTA) and the rest are 2s. A really happy and willing team as we feel we are appreciated and have a well structured department and career structure. (Amy0611)
I'm employed full time as a HLTA at hlta rate. I cover all PPA / courses/sickness as well as deputy head time and NQT time. I follow the teachers plans but am expected to mark books and help with an assembly once a fortnight. (Abbeyoaks)
update- things have changed slightly since my last post, i am now a support staff champion and will be paid at HLTA rate for all `champ` meetings and visits AND after 1 yr i have actually been given the class to myself for the afternoon when i will get £9.70 perhr (thats compared to my usual TA rate of £7.20 per hr!) (MrsP)
Thank you to everyone who replied to the thread. It makes interesting reading especially for people thinking about going for HLTA assessment
If you want to add your story to this thread then post on the main forum in this link
I deliver intervention programmes with small groups in the mornings and PPA/management cover in the afternoons (Charlie)
I am used for intervention work, PPA cover and inclass support (Debbie)
I have been a hlta for three years, never been paid as one but was expected to cover classes. Would only do that with another ta in support.Why should a teacher paid 30,000 a year have a ta but hlta not even paid half of that cover on her own? All tas in my school take small groups and deliver intervetion programmes. (Tiggersmum)
I am employed as a HLTA - for this I have to plan and deliver for PPA cover every afternoon. This also includes marking, setting up equipment - I cover lots of Art/ D& T lessons, making displays - my school view the role of HLTA to be unqualified teacher. My other HLTA hours are for running and managing the schools website. I also plan and deliver booster classes for Year 6 and support an NVQ for Numeray and Literacy lessons but I am emplyed as a TA for that - Level 3. (Little miss sunshine)
In my last post I covered PPA time planning, delivering and observing for an afternoon the rest of the time I was an TA in a reception class. In my present post I now take the class for 2 days working with the class teacher on the medium term and short terms plans for the class along with setting targets/goals for each child. (Jac)
I teach whole classes for two days, paid as HLTA, rest paid as a TA supporting children on SA and SA+ out of classroom (Vee)
I get about 19 hours as a Ta and 7 as a HLTA but not at full HLTA pay about £2 an hour more than my TA wage. For this I am supposed to attend all staff meetings, and training days, and cover PPA for my CT. other TAs get cover supervisor pay for doing this. Rubbish really...(Suem)
I cover two PPA a week, and any other sickness/courses that come up which is quite frequently and when I do these I'm not usually supported by another TA - as has been said above, makes a mockery of it all really.(Smilingmoose)
I get paid as and when HLTA hours - it changes each week but I cover PPA, management time and courses so I usually do about 12-15 hours w week on HLTA pay and the rest is TA rate! (Nick)
Hi ,I am employed seventeen hours as a TA and twelve as a HLTA a week I cover PPA afternoons and the odd times for parents cofee mornings. Also odd cover for the coordinators to observe lessons. etc. I have to claim for overtime for the difference between TA and Hlta about 90p. We still employ supply teachers for absences etc.(Rosy Jan)
I think it is interesting thast nearly everyone is used as an HLTA for PPA/ Supply cover work with whole classes and paid as a TA for the rest of the time. My HLTA assessment also included working with groups and individuals; taking the whole class was only one of 30 odd standards. This does seem to me to be a form of exploitation and against the ideals set out by the WAMG.
Time, I feel, to remind folk of this: www.tda.gov.uk/upload/resources/pdf/w/wamg_effective_deployment_june06.pdf (Emma)
I am employed as and paid as an HLTA for 36.5 hours per week. I currently cover some PPA time (head discussed with me whether I wanted to do it or not!) but it was not part of my original job description. I do realise that I am the exception but let it give hope to some others - there are proper HLTA jobs out there - and properly paid too! (Miranda)
I work full time as a HLTA, have my own classroom, doing intervention (Literacy, numeracy, reading, science, art, etc) and SEAL work with pupils who are underachieving. Do my own planning assessments, marking, etc, etc. I still have my old contract and pay as before with no hope of it changing. Good job I enjoy what I do and get a lot of satisfaction from it. (Blueliz)
Because of my skills in art - I have two days teaching art during PPA. All planning and assesment is done by me for whole school art. No TA present during lessons. I take year six sessions of half a class all day monday. I also teach maths and literacy year six lower groups Wed morning. I only have Wed afternoons -during this I take individual children for Catch-up literacy programme and friday mornings I work in my year six class. Fri afternoon is my own preparation time. Oh forgot I'm also the school art co-ordinator and am expected to do all the public displays in the school. I'm also asked by other year teachers to help with any art work they might not be able to manage. Oh and I cover any teacher courses /time out etc. I do get paid across the board HLTA rate. As you can imagine - Am meeting the head after half term to tell her what I haven't got time to do anymore- like taking photo's . (Roshol)
I am currently working towards HLTA and have been doing PPA.I too do Art and D&T. KS2 this year and have done Literacy, Geography/History and RE for KS1 in the past.I agreed to doing it because I wanted to do my HLTA but my old HT wouldn't agree to it. It was a shame because I had a large file from STAC to transfer and a tutor who spoke up for me.I don't think he agreed with it at all. (Squirrel)
I am employed as and paid as an Hlta for 26 hours a week, my week consists of booster groups for the first part of the morning, two after break sessions I cover the class for smt/senco time, the other three after break sessions I am supporting the class teacher in the classroom. My afternoons are mainly covering ppa time, because I have done the P.E course also I tend to teach P.E during these session. Most of the time I am on my own in the class, unless there is a child with 1-2-1 support, But I do get a lot of support in other ways from the other T.A`s and Teachers. (Jingle)
hi there !! i have been an hlta since july 07 ,i am the only one in my school so you would think id be used alot WRONG!!! knowone even refers to me as an hlta !! i was given a VERY SMALL pay increase 25p per wk anyway then told i would be paid extra if did hlta duties THEN they realised that i was being piad less than a new part time ta so gave me another pay rise (25p) As for my work i teach the yr 2s in my class all the time (my teacher doesnt know what to do with them as she was used to yr 5s !!!!) i do a before school club ,do assesments mark work,take small S.E.N grps ,take swimming lessons run a computor lesson each week the list is endless much the same as most TAs but i still love the job (i must be mad !!) (mrsp)
I get paid HLTA rate for all my hours. My extra responsibility is to be line manager for the TAs and to cover PPA time for 4 classes.(xjdx)
Hi I am paid throughout the week HLTA rate. For this I teach art for all PPA classes, thats eight a week All day tues and Thurs. I do planning and assessing for this. I take half of both the year 6 classes for class activity while other half in ICT suite all day monday.Then literacy and numeracy large lower year 6 groups Wed mornings. Wed afternoon individuals from year 6. Friday morning I'm supposed to be in class but am very often asked to cover for teachers abscence. this also happens on a wednesday too. Also do all the public displays in school.My own PPA time goes out the window. Oh and I am also the art co-ordinator in the school. Got a meeting with the head next week, as you can imagine. just arn't enough hours in the day to cover all this and planning. Oh and I also work three days as an MDSA. think that's probably got to go as all the extra teaching messes up the mid day supervisor. (Roshol)
I get HLTA pay for all my hours. I cover a full day with a group of children plus 3 TAs at a local agricultural college, I cover for Annual Reviews two mornings a week, cover PPA for one morning and 3 afternoons a week (for which I do all the planning and preparation) and I have an afternoon for my own PPA. If teachers are away I occasionally lose my PPA but get it back another week planned in advance so they can get a supply teacher in to cover me!!!! Have always had all my hours paid at HLTA rate since getting the Status even before ll my hours were used as HLTA. The difference is a lot more than 90p an hour!!!!!!!!!! (Becks)
I am employed as an HLTA in a secondary school - all hours at full HLTA pay. I plan for, teach and assess bottom set year 9 and 10 in Maths, one lesson a week each. I could have TA support but chose not to as we are stretched enough as it is. I cover for absent teachers, but only ones who I would be supporting anyway so I know the students and the subject in detail. I am a full second in faculty to the SENCo - line management responsibility for other eight TAs, write reviews/IEPs etc, run review meetings where necessary and do all the other TA jobs I always used to, supporting, extracting for basic skills etc etc. When I was awarded the status, I asked the deputy head when she was going to amend my contract and pay me as an HLTA instead of a level 4. She had the foresight to see that by playing fair, the school would reap the rewards so she agreed. By doing this, other TAs were then able to be promoted where applicable. We now have a new level 4 TA, two new level 3s (one currently going for HLTA) and the rest are 2s. A really happy and willing team as we feel we are appreciated and have a well structured department and career structure. (Amy0611)
I'm employed full time as a HLTA at hlta rate. I cover all PPA / courses/sickness as well as deputy head time and NQT time. I follow the teachers plans but am expected to mark books and help with an assembly once a fortnight. (Abbeyoaks)
update- things have changed slightly since my last post, i am now a support staff champion and will be paid at HLTA rate for all `champ` meetings and visits AND after 1 yr i have actually been given the class to myself for the afternoon when i will get £9.70 perhr (thats compared to my usual TA rate of £7.20 per hr!) (MrsP)
Thank you to everyone who replied to the thread. It makes interesting reading especially for people thinking about going for HLTA assessment
If you want to add your story to this thread then post on the main forum in this link
Friday 15 February 2008
Craft site
Fantastic Craft Site for Kids
I love this site it has loads of craft activities for children or even adults
I love this site it has loads of craft activities for children or even adults
HLTA New standards
Charlie very kindly had a go at matching up the old standards with the new standards and this is her interpretation. The standards in brackets are the old standards.
1. (1.1.1) have high expectations of children and young people with a commitment to helping them fulfil their potential
2. (1.2)establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. (1.3) demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. (1.5 ) communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. (1.5) recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. (1.4) demonstrate a commitment to collaborative and cooperative working with colleagues
7. (1.6) improve their own knowledge and practice including responding to advice and feedback Professional knowledge and understanding Those awarded HLTA status must demonstrate, through their practice, that they:
8. (2.5) understand the key factors that affect children and young people’s learning and progress 9. (3.1.3)know how to contribute to effective personalised provision by taking practical account of diversity
10. (2.1) have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. (2.6)have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
12. (2.4) know how to use ICT to support their professional activities
13. (2.2)know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. (2.3) understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. (2.8 ) know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. (2.7)know how other frameworks, that support the development and well-being of children and young people, impact upon their practice 3 Professional Skills Teaching and learning activities must take place under the direction of a teacher and in accordance with arrangements made by the headteacher of the school. Planning and expectations Those awarded HLTA status must demonstrate, through their practice, that they:
17. (3.1.1)use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. (3.1.2)use their area(s) of expertise to plan their role in learning activities
19. (3.3.1)devise clearly structured activities that interest and motivate learners and advance their learning
20. (3.3.3) plan how they will support the inclusion of the children and young people in the learning activities
21. (3.1.3) contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities Monitoring and assessment Those awarded HLTA status must demonstrate, through their practice, that they:
22. (3.2.2) monitor learners’ responses to activities and modify the approach accordingly
23. (3.2.3) monitor learners’ progress in order to provide focussed support and feedback
24. (3.2.1) support the evaluation of learners’ progress using a range of assessment techniques 25. (3.2.4) contribute to maintaining and analysing records of learners’ progress Teaching and learning activities Those awarded HLTA status must demonstrate, through their practice, that they:
26. (2.9 / 3.3.4)use effective strategies to promote positive behaviour
27. (3.3.7) recognise and respond appropriately to situations that challenge equality of opportunity
28. (2.4) use their ICT skills to advance learning
29. (3.3.5) advance learning when working with individuals
30. (3.3.5)advance learning when working with small groups
31. (3.3.5) advance learning when working with whole classes without the presence of the assigned teacher
32. (3.3.8 ) organise and manage learning activities in ways which keep learners safe
33. (3.3.6) direct the work, where relevant, of other adults in supporting learning
Thankyou Charlie!
1. (1.1.1) have high expectations of children and young people with a commitment to helping them fulfil their potential
2. (1.2)establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. (1.3) demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. (1.5 ) communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. (1.5) recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. (1.4) demonstrate a commitment to collaborative and cooperative working with colleagues
7. (1.6) improve their own knowledge and practice including responding to advice and feedback Professional knowledge and understanding Those awarded HLTA status must demonstrate, through their practice, that they:
8. (2.5) understand the key factors that affect children and young people’s learning and progress 9. (3.1.3)know how to contribute to effective personalised provision by taking practical account of diversity
10. (2.1) have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. (2.6)have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
12. (2.4) know how to use ICT to support their professional activities
13. (2.2)know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. (2.3) understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. (2.8 ) know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. (2.7)know how other frameworks, that support the development and well-being of children and young people, impact upon their practice 3 Professional Skills Teaching and learning activities must take place under the direction of a teacher and in accordance with arrangements made by the headteacher of the school. Planning and expectations Those awarded HLTA status must demonstrate, through their practice, that they:
17. (3.1.1)use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. (3.1.2)use their area(s) of expertise to plan their role in learning activities
19. (3.3.1)devise clearly structured activities that interest and motivate learners and advance their learning
20. (3.3.3) plan how they will support the inclusion of the children and young people in the learning activities
21. (3.1.3) contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities Monitoring and assessment Those awarded HLTA status must demonstrate, through their practice, that they:
22. (3.2.2) monitor learners’ responses to activities and modify the approach accordingly
23. (3.2.3) monitor learners’ progress in order to provide focussed support and feedback
24. (3.2.1) support the evaluation of learners’ progress using a range of assessment techniques 25. (3.2.4) contribute to maintaining and analysing records of learners’ progress Teaching and learning activities Those awarded HLTA status must demonstrate, through their practice, that they:
26. (2.9 / 3.3.4)use effective strategies to promote positive behaviour
27. (3.3.7) recognise and respond appropriately to situations that challenge equality of opportunity
28. (2.4) use their ICT skills to advance learning
29. (3.3.5) advance learning when working with individuals
30. (3.3.5)advance learning when working with small groups
31. (3.3.5) advance learning when working with whole classes without the presence of the assigned teacher
32. (3.3.8 ) organise and manage learning activities in ways which keep learners safe
33. (3.3.6) direct the work, where relevant, of other adults in supporting learning
Thankyou Charlie!
Thursday 14 February 2008
Numeracy worksheet creator
Thank you to Cookie for posting this fab site
Here is the numberline creator
And lots of other sheets you can make here
Here is the numberline creator
And lots of other sheets you can make here
Fonts for Easter free for download
Here is the Easter dingbats one. I have downloaded it and typed all the letters to find out what it contains
You can download it here
Another couple of nice ones
Wednesday 13 February 2008
Make your own books
From paper and a few resources like glue, sticky tape and scissors
Make your own book
Make books with children
Make your own book
Make books with children
Write on shapes
These are great for the role play area or writing corner in the classroom.
Write on shapes
Here is an example of one
Teddy Bear with a heart
Write on shapes
Here is an example of one
Teddy Bear with a heart
Tuesday 12 February 2008
Learn words at the same time as feeding the world
Free rice
I love this site, great for all of us trying to expand our vocabulary and also for upper Keystage two and Secondary kids. The more answers you get right the more rice you win.
I love this site, great for all of us trying to expand our vocabulary and also for upper Keystage two and Secondary kids. The more answers you get right the more rice you win.
Plastic Milk bottle lids
What do you do with yours?
We save ours at school and use them for giving each child in the class a little pva glue. They can be thrown away afterwards...no washing up! I have also started collecting the green, and blue ones. With a permanent marker you can write consonants on the green ones and vowels on the blue ones. Children can make words with them.
Use them for wheels on junk models also for filling larger containers to make shakers (Tezz)
Our school collects them and gives them to the local children's hospice who exchange them for money. I think alot of schools round here do the same so it adds up to a fair bit of money. (Juniper)
If you have any other ideas then join the forum and post your idea or comment on this thread.
HLTA FORUM
We save ours at school and use them for giving each child in the class a little pva glue. They can be thrown away afterwards...no washing up! I have also started collecting the green, and blue ones. With a permanent marker you can write consonants on the green ones and vowels on the blue ones. Children can make words with them.
Use them for wheels on junk models also for filling larger containers to make shakers (Tezz)
Our school collects them and gives them to the local children's hospice who exchange them for money. I think alot of schools round here do the same so it adds up to a fair bit of money. (Juniper)
If you have any other ideas then join the forum and post your idea or comment on this thread.
HLTA FORUM
Monday 11 February 2008
Handprint heart for Mother's day
I loved this so have given it a separate post all of its own.
A Handprint heart for mother's day
Handprint Heart
You could make a card with this on the front and put one of the lovely handprint poems inside the card.
Handprints
There are always so many of my fingerprints to see,
On the furniture and walls from sticky, grubby me,
But if you stop and think a while,
You'll see I'm growing fast,
Those little handprints will disappear,
You can't bring back the past.
So here's a small reminder,
To keep not throw away,
Of how those tiny hands once looked,
To make you smile one day.
Ten Tiny Fingers
Ten tiny fingers, that always want to play,
That never stop exploring that wonder of today,
Ten tiny fingers, that from the very start,
Will reach out for tomorrow yet always hold your heart.
A Handprint heart for mother's day
Handprint Heart
You could make a card with this on the front and put one of the lovely handprint poems inside the card.
Handprints
There are always so many of my fingerprints to see,
On the furniture and walls from sticky, grubby me,
But if you stop and think a while,
You'll see I'm growing fast,
Those little handprints will disappear,
You can't bring back the past.
So here's a small reminder,
To keep not throw away,
Of how those tiny hands once looked,
To make you smile one day.
Ten Tiny Fingers
Ten tiny fingers, that always want to play,
That never stop exploring that wonder of today,
Ten tiny fingers, that from the very start,
Will reach out for tomorrow yet always hold your heart.
Number game
Use two packs of digit cards and children to 'add', or 'take away' depending where they land.
Sunday 10 February 2008
Saturday 9 February 2008
Dice maker
Blueliz sent me a link with lots of sites on.
I found this on one of them which I thought might be useful
http://www.toolsforeducators.com/dice/
I found this on one of them which I thought might be useful
http://www.toolsforeducators.com/dice/
Teacher blogspot
I find this site useful and often check it out. Lots and lots of very useful information.
http://www.primary-teacher-uk.co.uk/
http://www.primary-teacher-uk.co.uk/
Maths vocabulary
Charlie set this post up on the forum
Vocabulary for each year group
http://www.edu.dudley.gov.uk/numeracy/Primary/Vocab/vocabhome.htm
Some flash cards
http://www.edu.dudley.gov.uk/numeracy/Primary/Flashcards/vocabulary_word_banks.htm
Some more flash cards from Vee
http://www.schoolslinks.co.uk/mathsvocab.pdf
Vocabulary for each year group
http://www.edu.dudley.gov.uk/numeracy/Primary/Vocab/vocabhome.htm
Some flash cards
http://www.edu.dudley.gov.uk/numeracy/Primary/Flashcards/vocabulary_word_banks.htm
Some more flash cards from Vee
http://www.schoolslinks.co.uk/mathsvocab.pdf
Number bonds
Ruby asked if anyone had any ideas for number bonds 1-10 and 1-20
Here are some of the replies
I used a deck of playing cards using the number only cards and using the joker for a zero. Then I turned them all over and we played a pairs game - having to find the 2 cards that added up together to make 10. e.g if you turn over the 5 of hearts you would have to find another 5 to make a pair. (Cazgal)
Matching game - in pairs give each child full et of 1-10 with numbers (and spots?). 1st child puts any card down (e.g. 3) and partner has to put down matching card (7) on top.
Two teams sat on floor opposite each other in lines. Going down the line, 1st child starts with 1, child opposite calls out 9, that child then calls 2, opposite child calls 8......... Must be quickfire - award point against team if they are too slow or incorrect. (charlie)
Get 10 white counters and paint one side red of each of them a piece of non slip matting and children throw/ drop all the counters and count the number of white/ red, see how many diff ways they can drop them (Daffy)
Throw 10 coins and count how many heads....how many tails will there be? (Debbie)
I'd use a dice with nos to 10 and asking what its partner would be. Also flash cards are good. Play a game of pairs where they have to turn over two cards which must be its partner. (KPnut)
I've made some Owls with blank square on their belly and written numbers 0 to 10 on each owl. The opposite side is identical but this time in the blank square is a corresponding number up to 10. [ I stick them together and laminate them] So for instance one side of owl has 8 in it's belly so the other side has 2 10 And 0 9 and 1 8 and 2 etc.......... I have also used some from sparkle box with different animals and kept them separate [for my wave 3 children] There are animals that match each other like two giraffe cards one with number 9 on the other giraffe has number 1 on it. http://www.sparklebox.co.uk/thumbs206-210/sb206prev.html Once the group are familiar with the number bonds that make ten. I play the game "last man standing" Where all the children stand in a circle I call out a number whilst two children at a time compete to be the first to shout out the number needed to make ten. One sits down whilst the other child remains standing. carry on like this until only one child left standing. Children really enjoy this game. (bluebell27)
Here are some of the replies
I used a deck of playing cards using the number only cards and using the joker for a zero. Then I turned them all over and we played a pairs game - having to find the 2 cards that added up together to make 10. e.g if you turn over the 5 of hearts you would have to find another 5 to make a pair. (Cazgal)
Matching game - in pairs give each child full et of 1-10 with numbers (and spots?). 1st child puts any card down (e.g. 3) and partner has to put down matching card (7) on top.
Two teams sat on floor opposite each other in lines. Going down the line, 1st child starts with 1, child opposite calls out 9, that child then calls 2, opposite child calls 8......... Must be quickfire - award point against team if they are too slow or incorrect. (charlie)
Get 10 white counters and paint one side red of each of them a piece of non slip matting and children throw/ drop all the counters and count the number of white/ red, see how many diff ways they can drop them (Daffy)
Throw 10 coins and count how many heads....how many tails will there be? (Debbie)
I'd use a dice with nos to 10 and asking what its partner would be. Also flash cards are good. Play a game of pairs where they have to turn over two cards which must be its partner. (KPnut)
I've made some Owls with blank square on their belly and written numbers 0 to 10 on each owl. The opposite side is identical but this time in the blank square is a corresponding number up to 10. [ I stick them together and laminate them] So for instance one side of owl has 8 in it's belly so the other side has 2 10 And 0 9 and 1 8 and 2 etc.......... I have also used some from sparkle box with different animals and kept them separate [for my wave 3 children] There are animals that match each other like two giraffe cards one with number 9 on the other giraffe has number 1 on it. http://www.sparklebox.co.uk/thumbs206-210/sb206prev.html Once the group are familiar with the number bonds that make ten. I play the game "last man standing" Where all the children stand in a circle I call out a number whilst two children at a time compete to be the first to shout out the number needed to make ten. One sits down whilst the other child remains standing. carry on like this until only one child left standing. Children really enjoy this game. (bluebell27)
Easter
Yes it will soon be upon us.
http://www.activityvillage.co.uk/easter.htm
http://www.first-school.ws/theme/h_easter.htm
http://www.under5s.co.uk/easter.html#easter
Some brilliant ones from Vee
http://www.topmarks.co.uk/christianity/easter/easter.htm http://www.topmarks.co.uk/easter/
http://www.topicbox.org.uk/browse.php?subject=R.E.&topic=Christianity%20-%20Easter
http://infants.reonline.org.uk/
http://juniors.reonline.org.uk/topiclist.php?6
http://www.woodlands-junior.kent.sch.uk/teacher/easter.htm
http://www.enchantedlearning.com/crafts/easter/
http://www.dltk-holidays.com/easter/
http://www.activityvillage.co.uk/easter.htm
http://www.first-school.ws/theme/h_easter.htm
http://www.under5s.co.uk/easter.html#easter
Some brilliant ones from Vee
http://www.topmarks.co.uk/christianity/easter/easter.htm http://www.topmarks.co.uk/easter/
http://www.topicbox.org.uk/browse.php?subject=R.E.&topic=Christianity%20-%20Easter
http://infants.reonline.org.uk/
http://juniors.reonline.org.uk/topiclist.php?6
http://www.woodlands-junior.kent.sch.uk/teacher/easter.htm
http://www.enchantedlearning.com/crafts/easter/
http://www.dltk-holidays.com/easter/
Friday 8 February 2008
High frequency word mat
I made this one with only the tricky words and not the easier decodable ones. I have also included upper and lower case letters
Just had a go at making one. Hope you like it.
Make your own writing paper
I like this site and use it a lot for producing writing paper for the role play area. Lots of themes and different line sizes. Have a go and you will be amazed at the lovely paper you can make.
http://www.dltk-cards.com/writingpaper/cpaper1.asp
http://www.dltk-cards.com/writingpaper/cpaper1.asp
Phonics International
http://www.phonicsinternational.com/
Debbie Hepplewhite's International Online Synthetic Phonics Programme
Download the first unit for free
Well worth a look!
Debbie Hepplewhite's International Online Synthetic Phonics Programme
Download the first unit for free
Well worth a look!
Thursday 7 February 2008
Revised ELS - New materials
http://www.standards.dcsf.gov.uk/primary/publications/literacy/63469/nls_els00767_book.pdf
I ran the old version for a couple of years and hated it.
This doesnt seem much better although I like the emphasis on phonics.
I ran the old version for a couple of years and hated it.
This doesnt seem much better although I like the emphasis on phonics.
Wednesday 6 February 2008
Big books
Nice to have a few books that you can just link to on the internet
Here are some that I have found
Mr Bump
http://www.five.tv/programmes/milkshake/games/mrbumpstory/
Lots of fairy tales here
http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/fairytale2/fairytale.htm
The three little pigs
http://www-math.uni-paderborn.de/~odenbach/pigs/pigs.html
Here are some that I have found
Mr Bump
http://www.five.tv/programmes/milkshake/games/mrbumpstory/
Lots of fairy tales here
http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/fairytale2/fairytale.htm
The three little pigs
http://www-math.uni-paderborn.de/~odenbach/pigs/pigs.html
Preparing for Assessment checklist
This post was started by Robby64 as a checklist for people who are preparing for their assessment day.
Before the date
Date checked on school calendar
Confirmed with provider
Head informed
Teacher informed
Study room for assessor
Make ‘Do not disturb’ sign
Arrange for table & chairs in room
Arrange refreshments
Ensure Reception/Office staff know assessor will be arriving
On the day
Check room is set up (table/chair/heating etc.)
Coffee/tea/biscuits/kettle if necessary
Teacher informed of interview time
Senior leader informed of interview time
Put up ‘do not disturb’ sign
Arrange refreshments
Show assessor where the toilets are
Inform assessor procedure for evaculation should fire alarm go off
Ask assessor if he/she would like a tour of the school
Before the date
Date checked on school calendar
Confirmed with provider
Head informed
Teacher informed
Study room for assessor
Make ‘Do not disturb’ sign
Arrange for table & chairs in room
Arrange refreshments
Ensure Reception/Office staff know assessor will be arriving
On the day
Check room is set up (table/chair/heating etc.)
Coffee/tea/biscuits/kettle if necessary
Teacher informed of interview time
Senior leader informed of interview time
Put up ‘do not disturb’ sign
Arrange refreshments
Show assessor where the toilets are
Inform assessor procedure for evaculation should fire alarm go off
Ask assessor if he/she would like a tour of the school
HLTA - Types of evidence to use
On the forum we compiled a list of evidence that WE had used in our assessment process. Here it is:
- Types of evidence include:
- Lesson plans
- IEP's
- Assessment records
- Memos
- Copies of emails
- Copies of annotated policies
- Thank you cards from parents
- Photographs copies of webpages
- Extracts from books
- Reading records
- Any letters sent to parents
- Accident book entries
- Certificates given to children
- Any old bits of notes from training courses you have been on.
- SATs results
- Resources you have made
- Photographs of resources you have made
- Photographs of displays
- Examples of differentiated work
- Photocopies of children's work, where you have marked and commented.
- Risk assessment,
- Minutes from a meeting,
- Copy of a SAT paper you scribed on,
- An ict resource that you made...ie huge thermometer,
- Signs and symbols on a certificate so all can read
Tuesday 5 February 2008
Thinkers Keys
What are thinker's keys?
Look at this link to find out
http://www.bssc.edu.au/public/community/Big_Hill_Primary_School/Students/new_page_5.htm
Some sample questions
http://www.bssc.edu.au/public/community/Big_Hill_Primary_School/Students/Pohls_Thinkers_Keys/sample_key_questions.pdf
http://www.cap.nsw.edu.au/QI/TOOLS/stuv/thinkerskeys.htm
Blueliz from the forum made these thinkers keys. Click on the image to enlarge, right click and save to your computer. You can then insert them into a word file set for landscape, print and laminate for use with children. Thank you Blueliz
Look at this link to find out
http://www.bssc.edu.au/public/community/Big_Hill_Primary_School/Students/new_page_5.htm
Some sample questions
http://www.bssc.edu.au/public/community/Big_Hill_Primary_School/Students/Pohls_Thinkers_Keys/sample_key_questions.pdf
http://www.cap.nsw.edu.au/QI/TOOLS/stuv/thinkerskeys.htm
Blueliz from the forum made these thinkers keys. Click on the image to enlarge, right click and save to your computer. You can then insert them into a word file set for landscape, print and laminate for use with children. Thank you Blueliz
SEN Links
http://www.leicestershire.gov.uk/index/education/support_for_schools/sips/aandi-supportteams/sips_sen/sen_team_guidance/revised_p-scales.htm
http://www.qca.org.uk/downloads/pscales_guidance_bklet.pdf
Pivots (Pscales)
http://www.senteacher.org/
A great site with lots of information and useful resources.
http://www.senteacher.org/Worksheet/3/Certificates.xhtml
Certificate maker
http://www.senteacher.org/Worksheet/10/Literacy.xhtml
Word cards to make
http://www.senteacher.org/Worksheet/29/Number.xhtml
Number squares to make
http://www.senteacher.org/Worksheet/32/Coins.xhtml
UK coins make sheets
http://www.senteacher.org/Worksheet/24/Arithmetic.xhtml
Make worksheets for addition and subtraction
http://www.senteacher.org/Worksheet/23/Literacy.xhtml
Literacy dice to make
http://www.senteacher.org/Worksheet/35/Handwriting.xhtml
Make your own handwriting sheets
http://www.senteacher.org/Worksheet/9/Number.xhtml
Number cards to make
http://www.senteacher.org/FileDetails/24/Memory.xhtml
Download a simple memory test
http://www.senteacher.org/FileDetails/15/Art.xhtml
The MagicBook is an amazing assisted drawing/art package. Superb for younger users or users with erratic fine motor skills.
http://www.dyslexia.com/dyslexiatest.htm
Online dyslexia test
http://www.dyslexia-parent.com/index.htm
Lots of information for parents of dyslexic children
http://www.communication4all.co.uk/
Looks very interesting
http://www.qca.org.uk/downloads/pscales_guidance_bklet.pdf
Pivots (Pscales)
http://www.senteacher.org/
A great site with lots of information and useful resources.
http://www.senteacher.org/Worksheet/3/Certificates.xhtml
Certificate maker
http://www.senteacher.org/Worksheet/10/Literacy.xhtml
Word cards to make
http://www.senteacher.org/Worksheet/29/Number.xhtml
Number squares to make
http://www.senteacher.org/Worksheet/32/Coins.xhtml
UK coins make sheets
http://www.senteacher.org/Worksheet/24/Arithmetic.xhtml
Make worksheets for addition and subtraction
http://www.senteacher.org/Worksheet/23/Literacy.xhtml
Literacy dice to make
http://www.senteacher.org/Worksheet/35/Handwriting.xhtml
Make your own handwriting sheets
http://www.senteacher.org/Worksheet/9/Number.xhtml
Number cards to make
http://www.senteacher.org/FileDetails/24/Memory.xhtml
Download a simple memory test
http://www.senteacher.org/FileDetails/15/Art.xhtml
The MagicBook is an amazing assisted drawing/art package. Superb for younger users or users with erratic fine motor skills.
http://www.dyslexia.com/dyslexiatest.htm
Online dyslexia test
http://www.dyslexia-parent.com/index.htm
Lots of information for parents of dyslexic children
http://www.communication4all.co.uk/
Looks very interesting
Autistic Spectrum disorder
http://www.nas.org.uk/
National Autism Society
http://www.aspergersyndrome.org/
Aspergers syndrome
http://www.symbolworld.org/index.htm
SymbolWorld is a website created by Widgit Software, dedicated to people who use symbols. It has material for all ages and includes personal contributions, stories and learning materials. eLive is an on-line magazine within SymbolWorld especially for older readers
http://www.senteacher.org/Worksheet/36/Autism.xhtml
Girls face cards
http://www.senteacher.org/Worksheet/37/FaceReading.xhtml
Guys face cards
http://www.senteacher.org/Worksheet/40/Prosopagnosia.xhtml
Expression cards
http://www.senteacher.org/Worksheet/41/Emotion.xhtml
Face dice
http://www.senteacher.org/Worksheet/42/Feelings.xhtml
Feelings thinking bubble
http://www.do2learn.com/games/facialexpressions/face.htm
Facial expressions
National Autism Society
http://www.aspergersyndrome.org/
Aspergers syndrome
http://www.symbolworld.org/index.htm
SymbolWorld is a website created by Widgit Software, dedicated to people who use symbols. It has material for all ages and includes personal contributions, stories and learning materials. eLive is an on-line magazine within SymbolWorld especially for older readers
http://www.senteacher.org/Worksheet/36/Autism.xhtml
Girls face cards
http://www.senteacher.org/Worksheet/37/FaceReading.xhtml
Guys face cards
http://www.senteacher.org/Worksheet/40/Prosopagnosia.xhtml
Expression cards
http://www.senteacher.org/Worksheet/41/Emotion.xhtml
Face dice
http://www.senteacher.org/Worksheet/42/Feelings.xhtml
Feelings thinking bubble
http://www.do2learn.com/games/facialexpressions/face.htm
Facial expressions
Shrove Tuesday
History behind Shrove Tuesday
http://www.bbc.co.uk/schools/religion/christianity/lent.shtml
Basic pancake batter here
http://www.bigeyedowl.co.uk/favourite_recipes.htm
Colouring pages
http://www.eparenting.co.uk/colouringpages/pancake_sugar_lemon.html
http://www.eparenting.co.uk/colouringpages/tossing_a_pancake.html
http://www.bbc.co.uk/schools/religion/christianity/lent.shtml
Basic pancake batter here
http://www.bigeyedowl.co.uk/favourite_recipes.htm
Colouring pages
http://www.eparenting.co.uk/colouringpages/pancake_sugar_lemon.html
http://www.eparenting.co.uk/colouringpages/tossing_a_pancake.html
Monday 4 February 2008
KS1 Resources
A fantastic site for lots of free and cheap resources. In aid of CLIMB (children living with inherited metabolic diseases)
Please take a look.
http://www.ks1resources.co.uk/index.html
And check it regularily for new resources.
Please take a look.
http://www.ks1resources.co.uk/index.html
And check it regularily for new resources.
Arts and Crafts
http://www.wikihow.com/Make-a-3D-Paper-Snowflake
These paper snowflakes are fabulous and not too difficult to make.
Here is one that my daughter made.
http://www.hitentertainment.com/artattack/artattacks.html
This is a great site for lots and lots of craft and art activities
These paper snowflakes are fabulous and not too difficult to make.
Here is one that my daughter made.
http://www.hitentertainment.com/artattack/artattacks.html
This is a great site for lots and lots of craft and art activities
Behaviour Links
http://www.senteacher.org/Worksheet/3/Certificates.xhtml
Certificate maker
http://www.senteacher.org/Worksheet/25/Behaviour.xhtml
Behaviour chart
http://www.addiss.co.uk/
ADHD Information service
http://www.disciplinehelp.com/teacher/list.cfm?cause=All
An American site to help with behaviour management .... thanks Liznwiz
Certificate maker
http://www.senteacher.org/Worksheet/25/Behaviour.xhtml
Behaviour chart
http://www.addiss.co.uk/
ADHD Information service
http://www.disciplinehelp.com/teacher/list.cfm?cause=All
An American site to help with behaviour management .... thanks Liznwiz
How do you get the classes attention?
Shout...Give me five! or....hands in the air, hands on your heads, hands by your side, fold your arms clapping a rhythm they have to copy Shout....'are you listening?'....whilst clapping the rhythm and they shout....'yes we are' whilst clapping the rhythm
In normal voice "if you are listening clap once." "If you are listening clap twice" and carry on utill they all clap, Then comment on how many claps it took to get the childrens attention without having to raise you voice! It works. (62denise)
Do simple hand movements (no talking) for the children to follow...eg click fingers...tap shoulders...spiral fingers....rub tummy/tap head ...etc...ending with arms folded. Say ..3..2..1.. children respond 1..2..3 Say eeny meeny...children respond...miney mo I tend to use the clapping rhythm one the most (Charlie)
Shout letter names of vowels....AEIOU children respond with letter sounds aeiou
We get the kids to copy our movements, but don't say anything, we also had a foreign teacher last year who found that the class quickly shut up when she spoke her language. Theory is that the brain wants to concentrate on an unfamiliar word so the kids stop and listen. Have recently found that singing the song (soaring flying, don't know what it's called) from high school musical works well, or maybe my singing scares them into silence. (Rosie)
In one class that I work (reception) I ring a small hand bell...they stop and hold up two empty hands (stops the filddlers fiddling..) In the other reception class they use 1, 2 ,3 stop and look at me. Again they have to show two empty hands. With some children, i just have to use my Paddington Bear 'hard stare' that works really really well...no words at all!! I also whisper when i have something important to say..... (Tezz)
We count down from 5 at 0 must be perfect audience (Lynn)
The old 1 2 3 look at me with hand raised in KS1 and just raised hand in KS2, works well in our school in class but not in playground at lining up time! (Lolly)
When I worked as a mid-day supervisor, before becoming a TA we used to stand at the front and do movements, arms, shoulders, nose, etc. Not saying anything and eventually all would join in. Another way was to start 'Simon Says' just in a fairly normal to a bit louder voice, again all lines usually join in. (Kpnut)
At KS1 in our school we use the "shoulders" command - all have to stop wheat they are doing, put hands of shoulders and look at CT or TA - works well as stops the kids fiddling. In KS2 we use clapping rythmns - works great in my curent class and gets the kids quiet and settled realy well .... (Cazgal)
I do the - Hands up in the air, wiggle my fingers, tap shoulders etc or - whisper very quietly, one or two children will listen, followed by a couple more or - I stand with my arms folded and say nothing - that works best with my KS2 darlings or I give them my 'look', don't actually know what it is, but it works In my grandson's class they children have to put their finger on their noses if they want to speak, instead of putting their hands up. Quite funny as he does it all the time when he is talking to me, and now the other grandchildren are copying when they are at our house. (Blueliz)
A retired teacher used to turn and talk to the white board I like clapping or clicking fingers If not as effective as quickly as i would like say so and try again chatter chatter chatter second time is instant - praise and reinforced Y6 teacher only has to walk into the room!! she is very firm and fair - has my respect would even go in on my day off for her!! (Smurf)
I have found most effective is to shake a tambourine, countdown from 10, and to clap and sing to a familiar tune. (Jac)
I try the ignoring bad behaviour, waiting until they notice I'm waiting, 3,2,1, raising one arm. Praise good behaviour and use these children as models for the class. (xdjx)
In normal voice "if you are listening clap once." "If you are listening clap twice" and carry on utill they all clap, Then comment on how many claps it took to get the childrens attention without having to raise you voice! It works. (62denise)
Do simple hand movements (no talking) for the children to follow...eg click fingers...tap shoulders...spiral fingers....rub tummy/tap head ...etc...ending with arms folded. Say ..3..2..1.. children respond 1..2..3 Say eeny meeny...children respond...miney mo I tend to use the clapping rhythm one the most (Charlie)
Shout letter names of vowels....AEIOU children respond with letter sounds aeiou
We get the kids to copy our movements, but don't say anything, we also had a foreign teacher last year who found that the class quickly shut up when she spoke her language. Theory is that the brain wants to concentrate on an unfamiliar word so the kids stop and listen. Have recently found that singing the song (soaring flying, don't know what it's called) from high school musical works well, or maybe my singing scares them into silence. (Rosie)
In one class that I work (reception) I ring a small hand bell...they stop and hold up two empty hands (stops the filddlers fiddling..) In the other reception class they use 1, 2 ,3 stop and look at me. Again they have to show two empty hands. With some children, i just have to use my Paddington Bear 'hard stare' that works really really well...no words at all!! I also whisper when i have something important to say..... (Tezz)
We count down from 5 at 0 must be perfect audience (Lynn)
The old 1 2 3 look at me with hand raised in KS1 and just raised hand in KS2, works well in our school in class but not in playground at lining up time! (Lolly)
When I worked as a mid-day supervisor, before becoming a TA we used to stand at the front and do movements, arms, shoulders, nose, etc. Not saying anything and eventually all would join in. Another way was to start 'Simon Says' just in a fairly normal to a bit louder voice, again all lines usually join in. (Kpnut)
At KS1 in our school we use the "shoulders" command - all have to stop wheat they are doing, put hands of shoulders and look at CT or TA - works well as stops the kids fiddling. In KS2 we use clapping rythmns - works great in my curent class and gets the kids quiet and settled realy well .... (Cazgal)
I do the - Hands up in the air, wiggle my fingers, tap shoulders etc or - whisper very quietly, one or two children will listen, followed by a couple more or - I stand with my arms folded and say nothing - that works best with my KS2 darlings or I give them my 'look', don't actually know what it is, but it works In my grandson's class they children have to put their finger on their noses if they want to speak, instead of putting their hands up. Quite funny as he does it all the time when he is talking to me, and now the other grandchildren are copying when they are at our house. (Blueliz)
A retired teacher used to turn and talk to the white board I like clapping or clicking fingers If not as effective as quickly as i would like say so and try again chatter chatter chatter second time is instant - praise and reinforced Y6 teacher only has to walk into the room!! she is very firm and fair - has my respect would even go in on my day off for her!! (Smurf)
I have found most effective is to shake a tambourine, countdown from 10, and to clap and sing to a familiar tune. (Jac)
I try the ignoring bad behaviour, waiting until they notice I'm waiting, 3,2,1, raising one arm. Praise good behaviour and use these children as models for the class. (xdjx)
Valentine's day
You can't forget Valentine's day on the 14th February.
Thanks again to Jac for finding these links
Origami Heart - http://www.activityvillage.co.uk/Origami%20Heart.pdf
Crafts - http://www.dltk-holidays.com/valentines/index.htmhttp://www.first-school.ws/theme/h_valentines_day.htm
Cards - http://www.enchantedlearning.com/crafts/valentine/http://www.things2make.com/Things2make_files/Instructions%20under%206/Magic%20hearts.htm
Check this out - http://www.under5s.co.uk/vtineday.html#valentine%27s%20day
Thanks again to Jac for finding these links
Origami Heart - http://www.activityvillage.co.uk/Origami%20Heart.pdf
Crafts - http://www.dltk-holidays.com/valentines/index.htmhttp://www.first-school.ws/theme/h_valentines_day.htm
Cards - http://www.enchantedlearning.com/crafts/valentine/http://www.things2make.com/Things2make_files/Instructions%20under%206/Magic%20hearts.htm
Check this out - http://www.under5s.co.uk/vtineday.html#valentine%27s%20day
Mother's day
Mother's day is the 2nd March this year and thank you to Jac who has started a thread with relevant links. I will add more to this posting as they are posted on the main forum
http://www.tes.co.uk/resources/Resource.aspx?resourceId=5178
http://www.dltk-holidays.com/mom/crafts.html
http://www.under5s.co.uk/mumday.html#mothers%20day
http://www.activityvillage.co.uk/mother
A writing frame for Mother's day
http://www.tes.co.uk/resources/Resource.aspx?resourceId=5178
http://www.dltk-holidays.com/mom/crafts.html
http://www.under5s.co.uk/mumday.html#mothers%20day
http://www.activityvillage.co.uk/mother
A writing frame for Mother's day
Sunday 3 February 2008
Foundation Stage links
http://www.kizclub.com/index.html
Lots of things to print out here
http://www.bigeyedowl.co.uk/index.htm
This is really nice lots of ideas
http://www.walter.wokingham.sch.uk/waltersweb/
Walter's web
http://www.poissonrouge.com/flash.htm
Poissonrouge...great activity!
http://www.bbc.co.uk/schools/preschool/index.shtml
BBC preschool
http://www.kented.org.uk/ngfl/numeracy-explorer/index.html
Numeracy explorer
http://www.teachingideas.co.uk/earlyyears/contents.htm
Early years teaching ideas
http://www.qca.org.uk/160.html
QCA Foundation
http://www.educationworld.com/a_lesson/lesson/lesson183.shtml
Activities to teach the five senses
http://www.childcareland.com/free.html
Loads of fantastic resources on here to laminate...well worth a look!
http://www.thevirtualvine.com/theveryhungrycaterpillar.html
The very hungry caterpillar ..... loads and loads of activities
http://www.earlyliterature.ecsd.net/resources1.htm
This is nice lots and lots of resrouces for different topics
Lots of things to print out here
http://www.bigeyedowl.co.uk/index.htm
This is really nice lots of ideas
http://www.walter.wokingham.sch.uk/waltersweb/
Walter's web
http://www.poissonrouge.com/flash.htm
Poissonrouge...great activity!
http://www.bbc.co.uk/schools/preschool/index.shtml
BBC preschool
http://www.kented.org.uk/ngfl/numeracy-explorer/index.html
Numeracy explorer
http://www.teachingideas.co.uk/earlyyears/contents.htm
Early years teaching ideas
http://www.qca.org.uk/160.html
QCA Foundation
http://www.educationworld.com/a_lesson/lesson/lesson183.shtml
Activities to teach the five senses
http://www.childcareland.com/free.html
Loads of fantastic resources on here to laminate...well worth a look!
http://www.thevirtualvine.com/theveryhungrycaterpillar.html
The very hungry caterpillar ..... loads and loads of activities
http://www.earlyliterature.ecsd.net/resources1.htm
This is nice lots and lots of resrouces for different topics
Handwriting Alphabet
Paste into a word document, stretch to fit, print, laminate and use for practising letters.
Count the phonemes
I made this for my Letters and Sounds group. Say a word and children have to break it down into the phonemes. I copied it, laminated it and children write on it with a dry wipe pen.
You could just use it as a worksheet, at least this way you have a record of how children are progressing.
How do you count phonemes?
A phoneme is the smallest sound you can hear in a word. So for example the word 'cat' has 3 phonemes /c/ /a/ /t/. The word 'ship' has 3 phonemes /sh/ /i/ /p/. The word 'sheep' has 3 phonemes /sh/ /ee/ /p/. The word 'shape' has 3 phonemes /sh//a_e/ /p/. It takes practise to get it right but soon becomes automatic.
Numeracy Links
Thank you to Charlie for putting the links together
http://www.multiplication.com/interactive_games.htm (interactive games) http://www.multiplication.com/classroom_games.htm (ideas for classroom games) http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/851/Hitthebuttonv7.swf Thank you Humphry for this website. Perfect for interactive whiteboard. http://www.amathsdictionaryforkids.com/ Thanks Bluebell. - An animated interactive maths dictionary
http://random.brendenisteaching.com/sudoku/ sudoku generator
http://www.crickweb.co.uk/ks2numeracy.html Thanks Vee....Lots of interactive activities for numeracy. Also other subjects and Key stages
http://www.primaryresources.co.uk/maths/maths.htm
http://www.ictgames.com/sharkNumbers_v2.html
http://www.ictgames.com/football2.html
http://www.ictgames.com/resources
http://www.abc.net.au/countusin/resources/default.htm
http://www.mathszone.co.uk/interactivemaths.htm
http://www.mathsisfun.com/
http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html
http://www.halton.gov.uk/schintranet/weblinks/numeracylinks_ks2-pupils.htm
http://www.woodlands-junior.kent.sch.uk/maths/numberskills.html
http://www.ngfl-cymru.org.uk/vtc/count_on_me/eng/Introduction/default.htm
http://www.coolmath4kids.com/
http://www.mathsphere.co.uk/Resources/Resource_Puzzles.shtml
http://www.counton.org/games/
http://www.primaryideas.co.uk/index_files/numeracy.html
http://www.primarygames.co.uk/
http://www.murderousmaths.co.uk/indextxt.htm (this is great for older kids(UKS2)..and adults!!)
http://www.multiplication.com/interactive_games.htm (interactive games) http://www.multiplication.com/classroom_games.htm (ideas for classroom games) http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/851/Hitthebuttonv7.swf Thank you Humphry for this website. Perfect for interactive whiteboard. http://www.amathsdictionaryforkids.com/ Thanks Bluebell. - An animated interactive maths dictionary
http://random.brendenisteaching.com/sudoku/ sudoku generator
http://www.crickweb.co.uk/ks2numeracy.html Thanks Vee....Lots of interactive activities for numeracy. Also other subjects and Key stages
http://www.primaryresources.co.uk/maths/maths.htm
http://www.ictgames.com/sharkNumbers_v2.html
http://www.ictgames.com/football2.html
http://www.ictgames.com/resources
http://www.abc.net.au/countusin/resources/default.htm
http://www.mathszone.co.uk/interactivemaths.htm
http://www.mathsisfun.com/
http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html
http://www.halton.gov.uk/schintranet/weblinks/numeracylinks_ks2-pupils.htm
http://www.woodlands-junior.kent.sch.uk/maths/numberskills.html
http://www.ngfl-cymru.org.uk/vtc/count_on_me/eng/Introduction/default.htm
http://www.coolmath4kids.com/
http://www.mathsphere.co.uk/Resources/Resource_Puzzles.shtml
http://www.counton.org/games/
http://www.primaryideas.co.uk/index_files/numeracy.html
http://www.primarygames.co.uk/
http://www.murderousmaths.co.uk/indextxt.htm (this is great for older kids(UKS2)..and adults!!)
Worksheet
Phonics Rocket
The idea is to write a word at the bottom and children have to change one letter each time to make a new word. The aim is to get to the top.
Seal
A worksheet I made for a SEAL lesson
All SEAL materials - http://bandapilot.org.uk/primary/seal/
Seal from the dfes-http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
Family SEAL - http://bandapilot.org.uk/primary/seal/ws_familyseal.html
Information about Secondary SEAL - http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
IWB resources for SEAL –
http://www.thegrid.org.uk/learning/ict/technologies/whiteboards/seal/
http://www.learning.luton.gov.uk/l2g/custom/resources_ftp/client_ftp/SmartBoard_Files/6%20Relationships/SmartBoardFiles_Relationships.html
Primary Resources - http://www.primaryresources.co.uk/pshe/pshe.htm
Click here for medium term plans
Clipart pictures
Lots of lovely images to use in worksheets, powerpoints, IWBs etc.
http://colourclip-cliparts.a1nethost.com/
Classroom clipart
http://classroomclipart.com/
Teacher's clipart
http://www.teacherfiles.com/clip_art.htm
This is a lovely clipart site for kids - thank you to Charlie for posting it
http://www.thekidzpage.com/freekidsclipart/index.htm
http://colourclip-cliparts.a1nethost.com/
Classroom clipart
http://classroomclipart.com/
Teacher's clipart
http://www.teacherfiles.com/clip_art.htm
This is a lovely clipart site for kids - thank you to Charlie for posting it
http://www.thekidzpage.com/freekidsclipart/index.htm
Displays
http://www.classdisplays.co.uk/
http://www.instantdisplay.co.uk/free.htm
http://www.instantdisplay.co.uk/Christmas.htm
http://www.holycross.school.nz/classroom_displays.htm
http://www.bridgendgfl.net/Teachers/Display%20Ideas/
http://www.teachingideas.co.uk/more/displays/contents.htm
http://www.bridge.kent.sch.uk/Pages/Displays/Year_1_Displays.htm#Top_of_the_page
http://www.schoolslinks.co.uk/resources_displays.htm
http://home.bellsouth.net/p/s/community.dll?ep=87&subpageid=98074&ck=
http://www.gigglepotz.com/bulletin.htm
http://ngfl.northumberland.gov.uk/clipart/
http://www.instantdisplay.co.uk/free.htm
http://www.instantdisplay.co.uk/Christmas.htm
http://www.holycross.school.nz/classroom_displays.htm
http://www.bridgendgfl.net/Teachers/Display%20Ideas/
http://www.teachingideas.co.uk/more/displays/contents.htm
http://www.bridge.kent.sch.uk/Pages/Displays/Year_1_Displays.htm#Top_of_the_page
http://www.schoolslinks.co.uk/resources_displays.htm
http://home.bellsouth.net/p/s/community.dll?ep=87&subpageid=98074&ck=
http://www.gigglepotz.com/bulletin.htm
http://ngfl.northumberland.gov.uk/clipart/
Phonics sites
There are some great sites out there to find out more about phonics.
Any TA who is teaching children to read needs to make sure they know exactly how to teach phonics systematically.
This link is a fantastic alphabetic code overview and everyone should have one if they are teaching phonics. Print it out and give it to all the staff in school.
http://www.syntheticphonics.com/DH%20Alph%20Code%20overview%20with%20teaching%20points%20-%20A4x7.pdf
http://www.rrf.org.uk/
The reading reform foundation, well worth a look
http://www.syntheticphonics.com/
Debbie Hepplewhite's excellent site
http://www.jollylearning.co.uk/
Jolly phonics
http://www.dyslexics.org.uk/
Lots of information on learning to read
http://www.societyforqualityeducation.org/stairway.html
A fantastic site with lots of materials for teaching children to read, best for one to one support and older children
http://www.standards.dfes.gov.uk/local/clld/las.html
Letters and Sounds
Any TA who is teaching children to read needs to make sure they know exactly how to teach phonics systematically.
This link is a fantastic alphabetic code overview and everyone should have one if they are teaching phonics. Print it out and give it to all the staff in school.
http://www.syntheticphonics.com/DH%20Alph%20Code%20overview%20with%20teaching%20points%20-%20A4x7.pdf
http://www.rrf.org.uk/
The reading reform foundation, well worth a look
http://www.syntheticphonics.com/
Debbie Hepplewhite's excellent site
http://www.jollylearning.co.uk/
Jolly phonics
http://www.dyslexics.org.uk/
Lots of information on learning to read
http://www.societyforqualityeducation.org/stairway.html
A fantastic site with lots of materials for teaching children to read, best for one to one support and older children
http://www.standards.dfes.gov.uk/local/clld/las.html
Letters and Sounds
Chinese New Year
Chinese New Year is on the 7th February 2008 and it is the Year of the Rat.
Here are some links to resources kindly posted from the members of the forum
http://www.dltk-holidays.com/china/index.htm
http://www.kented.org.uk/ngfl/games/hongBow_v4.html
http://www.kented.org.uk/ngfl/festivals/chinese.htm
http://www.tes.co.uk/Resources/Resource.aspx?resourceId=9805 You will need to join the TES forum to enable you to download the resources but its well worth doing
Chinese dragon to make out of egg boxes
http://familycrafts.about.com/gi/dynamic/offsite.htm?site=http://www.kidsdomain.com/craft/dragon.html
Here are some links to resources kindly posted from the members of the forum
http://www.dltk-holidays.com/china/index.htm
http://www.kented.org.uk/ngfl/games/hongBow_v4.html
http://www.kented.org.uk/ngfl/festivals/chinese.htm
http://www.tes.co.uk/Resources/Resource.aspx?resourceId=9805 You will need to join the TES forum to enable you to download the resources but its well worth doing
Chinese dragon to make out of egg boxes
http://familycrafts.about.com/gi/dynamic/offsite.htm?site=http://www.kidsdomain.com/craft/dragon.html
Poetry posters and worksheets
Useful tools for teaching assistants and teachers
Great for finding groups of words
http://www.morewords.com/
Fantastic site for making alsorts of resources
http://www.senteacher.org/Print/
Phonic word list generator
http://random.brendenisteaching.com/wordlist/
Loop card generator
http://random.brendenisteaching.com/myloops/
Make your own Educational worksheets
http://www.educationalpress.org/index.asp
Make your own handwriting sheets
http://66.113.195.73/
Puzzle maker
http://puzzlemaker.discoveryeducation.com/
Make your own games - fantastic site with lots of ideas for games
http://www.kellyskindergarten.com/Games/GamestoMake/games_to_make.htm
Sudoko generator
http://random.brendenisteaching.com/sudoku/
A huge collection of links to help anyone in education
http://www.internet4classrooms.com/teachertools2.htm#form
http://www.morewords.com/
Fantastic site for making alsorts of resources
http://www.senteacher.org/Print/
Phonic word list generator
http://random.brendenisteaching.com/wordlist/
Loop card generator
http://random.brendenisteaching.com/myloops/
Make your own Educational worksheets
http://www.educationalpress.org/index.asp
Make your own handwriting sheets
http://66.113.195.73/
Puzzle maker
http://puzzlemaker.discoveryeducation.com/
Make your own games - fantastic site with lots of ideas for games
http://www.kellyskindergarten.com/Games/GamestoMake/games_to_make.htm
Sudoko generator
http://random.brendenisteaching.com/sudoku/
A huge collection of links to help anyone in education
http://www.internet4classrooms.com/teachertools2.htm#form
Fun activities
Golden time
A lovely site which gives lots of ideas for Golden time
http://www.golden-time.co.uk/activities.html
Playground games
http://www.playgroundfun.org.uk/default.aspx
Timefillers
http://www.teachingideas.co.uk/more/timefiller/contents.htm
Word game
Choose the target sound and children have to find words beginning with that sound and write them in the treasure box.
I use these simple captions with children who are just starting to read cvc words. It gives them just a little bit more to decode. Laminate and cut up.
This can be used for children of all ages. You will need a pack of word cards. It can be as simple as cvc words for infants or spellings for year sixes. Children throw a die and move that number of spaces with a counter. They or the adult then picks a card and they have to read it, spell it or use the word in a sentence.
Phonic games
Circle swap shop (from els scheme)
The Clap Rap
Full Circle game
It's for children to hear initial sound you need 6 picture cards. two of each initial sound so for example sun, sack, bin, bag, cat, cot deal out the cards and then you say to the children if your card begins with the same sound as ball then stand up...hopefully the children with bin and bag will stand up. you then say circle swap shop and the children have to change places.
The Clap Rap
'Clap clap turnaround Ill show you a letter and you'll tell me its sound'.... you say this altogether clapping and doing actions and then show a child a letter card and they have to say its sound.
'Clap clap think and frown I'll tell you a letter and you'll write it down.'
Children to write down the letter you have said.
Full Circle game
Give each child a whiteboard and get them to draw two or three vertical lines depending on whether you are doing 3 or 4 sounds. Give children a start word for example 'fun' they write it on their boards one sound in each section ask them to chanage the word to 'bun' by only changing one letter then change it to but, bat, bad,sad,sat,sit,fit,fin,fun when they get back to fun then and when it is written, they have put their lids on their pens and put their pens down they have to shout full circle. First one is the winner. You just have to think up lots of cvc or ccvc words that where you change one letter each time and get back to the original.
Initial sounds
Another thing I do for initial sound. I downloaded a free balloon alphabet. I have target sounds on the wall. A bag of the ELS pictures by the side First job is sorting the pictures and putting them under the correct balloon. With my sen they do this every single session, I change sounds and pictures. After 10 sessions they can do it super fast now and every single child can hear initial sound now.
Simple bingo
Make a set of cards with a target sound. For example oi/oy sound. The children practise reading them and then they choose 4 each. Give each child a whiteboard and pen and they draw a cross. They write each word in each box then give me the cards. We then play bingo.
CVC picture card games
I use my els picture cards a lot. I pick out the cvc words and write the word on the back of the card. Children choose a card and read it. They then check by turning the card over. If they are right they keep it. For segmenting I give them the picture, I don't say the word so they have to say the word and then write it. Children tend to rely on hearing us say the words slowly and deliberately so they can hear the sounds. They need to learn to do it themselves. When they have written the word they can then turn over to check they have written it right. I also give each child a separate card so they are all writing a different word (helps with the copying that goes on).
CVC word challenge
Give each child a copy of letters s,a,t,p,i,n and challenge them to make as many words as they can out of these letters.
Letter recognition and hearing inital sound (BLUELIZ)
We play the supermarket game. I made cards with all the letters of the alphabet which are placed face down on the floor. We sit in a circle and take turns choosing a card. They have to think of something they would buy from the supermarket which starts with that sound. They also give it's name which they write on their white board. If correct they keep the card, otherwise they return it. One with most cards wins. For a change we 'visit' the garden centre, zoo or pet shop. Its very popular.
Pairs game to recognise initial sound (62denise)
I play pairs but with picture cards. The pictures can be different but they must start with the same sound.
Reading simple sentences/captions
I wrote captions on a whiteboard and the children had to draw what I had written - A cat on a bed, A doll on a bed, A cat in a hat.
Ideas for practising sound cards
Deal out all the sound cards Then lay them out in front of you. The teacher has to say a sound and if the child has that sound they have to give it to the teacher. The first person to get rid of all their cards is the winner.
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