Lesson 1

HUMPTY Dumpty
 Following the teaching & learning cycle (Derewianka & Jones 2012, p. 45) and assessment for learning using
clarifying strategies and questioning (Groundwater Smith et al 2015, p. 301).

EXPLORATION
First I used verbal questioning to ask what a nursery rhyme is, and which ones people know. Then we watched the
Humpty Dumpty video twice – the first time for enjoyment, and the second time we listened for rhyming words (linking to
prior knowledge).

EXPLICIT INSTRUCTION
I told the children that we would be looking at words that start with ‘h’ and explained what to do on the sheet.

MODELLING
I gave some examples of words beginning with ‘h’, such as Humpty, hen, hill and hand.

JOINT CONSTRUCTION
I asked the children to think of some ‘h’ words and wrote them on the board as examples, which allowed
developing learners (e.g. student 2) to copy them down.
Formative Assessment
The student can The student can The student can
verbally identify 2 identify words that connect abstract
words that rhyme begin with the ideas with concrete
when given to them same letter. writing.
by an adult.

Student A ✓ ✓ ✓

Student B ✓ ✓ Still experiencing

difficulties with
comprehension.

Ongoing Goals
Student A To produce more complex rhyming
words both orally and written, going
beyond basic CVC words.
Student B To write her own answers without
copying what is on the board –
attempt to sound words out
phonetically.
Student Feedback
Student A: “The drawing and colouring
was good. I didn’t like writing”.
Student B: “I like singing. I don’t know.”

Teacher Feedback
Positives
• Tone of voice
• Good questioning and wait time
• Explicit recap – reminder of success criteria

Things to work on
• Write larger on the board and focus on letter formation.
 Lesson Evaluation
Positives
• The song and video really engaged the children – they wanted to watch it again
and again, and I heard them continuing to sing it while working independently.

• Student B was able to contribute lots of rhyming words with words she heard in
the song, which told me that she is able to comprehend what rhyming means.

• Student A was engaged through the colouring. My mentor also told me that
colouring is a good skill for them to develop their fine motor skills.

Negatives
• Student A was out at the beginning of the lesson and unfortunately missed out on the song
which was the engaging part of the lesson - I am aiming to engage him more.

• I didn’t allow enough time for student B to complete AND present her work.