Literacy - Learning Buddy work

 Self Selected - Buddy Activities During Reading 

Students engaged in independent word work from their box of independent activities, which is a must do during reading time.
Children are able to choose the buddy they want to work with the the activity they want to practise.
All the activities shown in the photos are aimed to reinforce reading and writing of CVC words.



Many of the activities are designed to reinforce phonics knowledge. There is often a reading and writing component as the buddy reads the word and the other writes the word and then they check and swap roles.
The children enjoy being a "learning buddy," and supporting each other.








Practising reading simple CVC words.
This game engages the children to continue practicing the same skill in another context.
 

Te Reo Development - Sharon Fabish

Friday 18 May
Professional Development as a member of the Junior Team.
We met with Sharon Fabish and discussed our goals which we set in Term Two after meeting with Sharon.

Appraisal Reflection -

What is going well

I am using instructions in Te Reo more and I am more conscious about ensuring I continue to do this about this.  I am enjoying learning more Te Reo each Tuesday with Tineke.  I have now reached the point where I need more time between each lesson to consolidate and embed what I have learnt so far.

The students in my class are having a go with using greetings, farewells and many are keen to try leading our morning waiata e.g. the Tohora nui, colour song, one day a taniwha, tena koe. The students enjoy having these available as independent reading choices.

Use of visual cues , posters and Velcro cards that can me manipulated are great prompts for myself and the students. The students are beginning to engage with these as well during can do activities.

The children enjoy hearing about what I have learnt and what I am finding difficult to master e.g. singing and doing the actions.

Selecting picture books that provide the opportunity to explore and discuss New Zealand's history and cultural concepts is also proving a great way of integrating and including a bi cultural perspective within daily programe. e.g. Kiwi Moon, and Manukura, the white kiwi. Students are developing a deeper understanding of what a whakatauaki are as they explored wise words and the author's message in fables and stories during instructional reading time. making links and connections throughout the day is going well as well as integrating focus into writing describing Maui. I need to continue to remember to think how I am going to do this so that I keep this going.

I have also been using te reo explicitly to welcone older students and to ask them how they are, "Kei te Peha koe?" When they come into our room. Most of them are responding in Te Reo and my class are observing. Hopefully this will evolve to a point when the children in my class will be able to greet our visitors independantly.

Continuing to count to tekau (for counting in Maths) as many of the children are not yet counting up to twenty in English.
Learnt some new phrases for everyday use e.g. Rārangi ki te pere/line up by the bell.
Next Step/s

Use 2 new phrases

Encourage the children to greet each other and ask ke te peha koe to each other

keep working on establishing independent challenges or Te Reo goals for the children

Professional Readings and Learning 2016-2017 mind lab course

Throughout 2016 and 2017 I undertook independent study in Applied Practice;
digital and collaborative learning with Unitec Auckland.
This required a lot of reading and interaction with fellow teachers to discuss and expand our understandings of innovative practices within teaching. This course was very challenging for me as it required committing huge chunks of time. I gained many insights and new learning. It was great to put growth mindset in to practice on my self.

I gained a post graduate certificate

This course has impacted on my thinking and my practices in many ways.

Junior swimming sports

The Junior Swimming sports were held at school on the 13 March. The parents were invited to watch. The children had a range of races to choose from. Students self selected the races they wanted to participate in. There was a selection of races to suit all abilities. All children had opportunities to practice and gain confidence prior to the swimming sports. This was a fun event with the emphasis on participation and enjoyment. It was about challenging yourself and having a go.
Many parents attended and we received a lot of positive feedback

Children shared their thoughts about the swimming sports using the seesaw app. parents who were unable to attend really appreciated this.

Where to next     - see if the children can come up with a relay event

Fun Triathalon

The Fun Triathalon was held at school on Friday 23 March, after school. The staff worked together to run this event. It was a Family event where pre preschoolers were welcomed and encouraged to participate.
Link to organisation and evidence of my role.

Link to evidence of my role
https://docs.google.com/document/d/1hssArpf-1dIG7_c4nrP31z3mGuHd0gqqP-NYtTwCHiE/edit

Inquiry Learning Target Writers 2017

2017 Writing Target Group

During this inquiry I focused on lifting the achievement of 4 Boys in writing
As the inquiries progressed it became evident that they all needed skills and selfbelief to empower them to be able to use greater agency and have more choices.
Link to one of the inquires as a sample. Growth mindset was a focus and looking at effective feedback to empower students. Using the Seesaw app to share learning and sucesses really boosted the childrens motivation and engaged the parents.
https://docs.google.com/document/d/1ZrPZeqVftEkEKTbT5o52rCuPhh79Pqipy7bMCtIgiJU/edit

Where to next
Would like to develop some handy guidelines to educate and support parents with giving feedback on seesaw
Continue to be conscious of the language I am using see handy prompt guide developed during this inquiry

Prompt Sheet -Prompts to highlight - strategies as tools in a tool box

You figured out that tricky sound, word - how did you do that?

You figured out what to write next so your story makes sense - how did you do that?

You really have me interested in ….because of… and if you describe  what ...looks like I will get an even clearer picture of…

And if you - …..

How are you planning to write about this?

What are you going to do next?   WHY?

Spelling which part are you sure about and which part are you not sure about?

What could you try?

What do you know that could help  ( ….you to ..)

Do you know another word like that?

What do you think it could be?

How else could you spell that part?

How did you figure that out.

What could you use/do to figure out what’s next?

 

ASK “what problems did you come across today?” - implies it’s normal to encounter problems, lead into to has anyone else had that problem? How did you solve it? How else could we solve it?  What can you do? -reminds student of their agency