See how tutors and class teachers work closely to help children progress. This series of video clips show how they share strategies, link classroom learning with one-to-one tuition and identify next steps.
- Gillian:
- Right, so can we just review Luke's progress in terms of the unit that he's on so far?
- Rachel:
- Yes, Luke's in week three of imaginary worlds, this week the children have been imagining their own world and they've actually described their own monster and created their own monster.
- Gillian:
- Right, did he need a lot of support to do that?
- Rachel:
- He did need a lot of support; he was trying, veering off towards the end, writing long sentences.
- Gillian:
- Right.
- Rachel:
- So I think in your tuition sessions you should really try and stick to simple sentences.
- Gillian:
- Right.
- Rachel:
- Continuing doing that this week really.
- Gillian:
- Right, so if we just refer to his APP to see what he's good at and where he still needs to go. Obviously we know he's using adjectives and similes now and in the tuition session last week he really did well at that, but what I've noticed is that he's really not secure in writing simple sentences.
- Rachel:
- Yeah.
- Gillian:
- So is that why you focused on that this week in guided writing?
- Rachel:
- Yeah definitely, and I think it's something that he could work harder on in tuition sessions.
- Gillian:
- So if I was to focus on linking in using adventurous word choices, because it actually says here as well to have some use of new vocabulary as well?
- Rachel:
- Yeah.
- Gillian:
- Now he's not using verbs accurately, have you noticed?
- Rachel:
- Yeah, I think that to extend these simple sentences there's no point to just keep giving him adjectives all the time, we know he can use them.
- Gillian:
- Exactly.
- Rachel:
- Similes, we know he can use them; it's all over his writing, so why don't we look at verbs and try and put verbs into a sentence, still keep it simple.
- Gillian:
- Simple sentence.
- Rachel:
- But extending it a little bit further by using verbs in a simple sentence.
- Gillian:
- OK, so we know from last time he is using words to create interest; we want to bring it life now.
- Rachel:
- Yeah.
- Gillian:
- Shall we see how this would link in with the strands?
- Rachel:
- Yeah.
- Gillian:
- ITP writing targets, because that’ll make it a bit more specific for us. Now these are what he highlighted when we designed his ITP at the beginning and last week I used this strand here, strand 9.
- Rachel:
- Yeah.
- Gillian:
- And it was to demonstrate adventurous word choices and details to engage the reader.
- Rachel:
- Yeah.
- Gillian:
- He's really good at that.
- Rachel:
- Which he’s doing now.
- Gillian:
- And obviously I think if we were to use… I've just noticed there it says he needs to eventually to begin to start using verbs in a variety of ways.
- Rachel:
- Yeah.
- Gillian:
- So actually if we keep over here on strand 9 and 'use vocabulary appropriate to the text', which starts off story writing.
- Rachel:
- Yeah.
- Gillian:
- Then he's getting that building block ready, to start moving on.
- Rachel:
- Because he'll get there in the end.
- Gillian:
- Yeah.
- Rachel:
- Yeah, so shall we go for this one then for this week's ITP target?
- Gillian:
- Yeah, that sounds fine, just see if it fits in first, through there, right so, last week like I said he did strand 9 from the 2B, the secure 2.
- Rachel:
- The secure 2.
- Gillian:
- In the writing targets and what we need to do now is if we use the higher level 2 strand from strand 9 as well that's using the correct vocabulary for the appropriate text, so shall I write that in there?
- Rachel:
- Yeah, select and use vocabulary appropriate to different text types.
- Gillian:
- And I've just thought then, if next week, if you focus on varying the use of verbs and that would build on and then we could focus on what we're doing on the tuition next week.
- Rachel:
- OK.
- Gillian:
- And see how he's done there.
- Rachel:
- Yeah, so why don't we have a look now at some of the support that going to happen inside the tuition, because Luke really enjoys playing games, he's quite a funny, bubbly boy as you know and I think it's important that if we’re going to move on to verbs, which he’s not very secure on at the moment, we could make it quite active.
- Gillian:
- I was just thinking if you've done your guided writing this week on using adjectives should I do some up-levelling games?
- Rachel:
- Yeah.
- Gillian:
- So that actually when he’s in there he's actually writing the same sort of description but he's improving it and he's seeing how to get that to be more interesting for the reader.
- Rachel:
- So why don't you take this what he did last week in guided writing and up-level some of these sentences then in your tuition session?
- Gillian:
- Right OK, all right I'll just write up-levelling and I can fill that one later. Right so can I just double-check now, is there anything else that I should focus on within the session when we're up-levelling, have you been focusing on sentence openers or anything like that that I could use?
- Rachel:
- Yeah, you've got to be careful with Luke, even though we want him to be able to write consistently and maintain a tense throughout his writing, he sometimes starts writing in the present tense when he should he writing in the past, so if you could just pick him up on that?
- Gillian:
- Right, OK.
- Rachel:
- He did do that in the session last week, but he did correct himself quite quickly so if you just remind him of that.
- Gillian:
- OK, obviously we've been looking through his work and we have found that he does have lots of strengths and we want to use those within the sessions, we don't want it all to be completely brand new. So I think what I’ll do is, I'll start off like I said before, with the adjectives building up on what he’s really good at, giving him the confidence and then we'll just extend from there.
- Rachel:
- Yeah.
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