Learning Through Teaching
  • Blog
  • Profile
  • Inquiry Learning
  • Mathematics
  • Curriculum Development
    • Language Art Instructional Practices
    • Language Arts Scope & Sequence
    • Language Arts Student Learning Outcome Differentiated Grid
  • Contact Me
  • NZ PTC
    • PTC Evidence Aug 2015-Aug 2018

ILE Inquiry - Term 2, Week 4

5/30/2016

0 Comments

 

PMI Reflection Chart

Positive
Testing by Mum of Word Rings is working really well. ​She has asked for a helper, so now I am setting up a second parent to support her. 
Big jumps in reading this first 4 weeks of the term, some moved 4-5 levels. Not as large a jump with the target children but still steady progress and all tracking well towards national standard. 

M - up 2 level, level 6 
A - up 2 levels, level 6 
S -up 2 levels,  level 6 
J - up 1 level, level 2 . 
A3 - up 2 levels, level 3


Interesting
By the end of the term there will be 6 children on spelling, and I will remove them in term 3 and add spelling to the Friday session with me. This way I can do both a test and a mini teach on spelling strategies. 
Halina is doing some great work with word family monsters, which is showing great results in hearing and generating rhyme. I would like to add these in but need to prepare the resource. 


Minus
Too much testing - doubling up. i.e. Word rings and Target words. Good to push both sets in class, but only need to test 1. I prefer to keep the Word Rings as the children are very motivated by these and there are only 15 in each colour, so the chn experience success quicker. My colleagues are more keen to let the Word Rings go and use the Target words for the color wheel. Our Dean suggested we could trial different approaches and report back which worked afterwards. Collaboration does not always mean doing the same thing - it is supporting each other to critically inquire into our best practice to make it even stronger. 

Observations & Concerns

J did not test well. He is doing well with his guided group on Level 3/4 readers and presents as confident, however he bombed in all running records. Too nervous in 1:1 situation. Leaving him with Level 4 teaching group.

Next Steps:

Video reading lesson ILP week 9 for peer feedback. 
Consider how am I accelerating and motivating children's reading achievement through clarity of next learning steps .
Complete appraisal to current and share with Dean.
Introduce Word Family Monsters
0 Comments

Te Reo Through Waiata

5/21/2016

0 Comments

 
None of us in our team are strong  in our Te Reo teaching. We also have a very high number of new immigrant children who are still struggling to acquire English language proficiency. However, these same children, first generation kiwis, need to make connections with the culture of their newly adopted land. We are making the most of songs to teach what we can. Here is a list of songs as we teach them. I will update this post as new songs are taught. 
  • Ma Te  Mahi Ka Ora 
  • E Heke
  • Colour Song
  • Tahi is One
  • Upoko Pakihiwi
  • A, E, I, O, U
  • Te Aroha

0 Comments

Chinese New Year

5/20/2016

0 Comments

 
Picture
This year, 2016, was the year of the monkey in the Chinese Zodiac. I have 2 ethnically Chinese children in the room. Both of then are first generation New Zealanders. We watched the story of  the Chinese Zodiac on youtube and then discussed which year we were born in, All the children in the class were Tigers having been born in late 2010 or early 2011 before CNY that year. We talked about what Chinese people believe about people born in the Year of the Tiger. Did they agree? Were they brave, daring or sensitive?

I am a rat, so I talked about my cleverness, charm,  imagination and honesty ;-) 
Picture
Picture
0 Comments

ILE Inquiry, Term 2, Week 2

5/11/2016

0 Comments

 

Reflection from Term 1 Reading Data

S- Moved 3 levels, Knows all sounds
A - Moved 4 levels, Knows all sounds
M - Moved 3 levels, Knows 1/2 sounds
A2- Moved 5 levels, Knows all sounds - remove from group
A3 - Consider adding to target group - level 1
​J - Consider adding to target group - level 1

The children made good gains on levels due to repeated HFW practice and gains in their letter sounds. They were very motivated with practising and helping each other learn their HFW. I need to help them transfer this enthusiasm across to letter sounds to support the new children and those who only have a few letters.

Children are using classroom posters of digraphs and learnt vowel digraphs to support their decoding. Modelling books have started with differnent levels of success. I haven't been doing many follow-ups in their reading response workbooks, but instead have focussed on activity follow-ups or reading fluency with the book box.

Resources & Ideas

Made many new games for HFW - 1st 100 words. Fishing, Soccer game, & Pegs for spelling. Smart Words - manipulative spelling through word building and chunking

Observations & Concerns

A3 - low beginnning sound knowledge
D - Attempts good 1:1 pointing, knows some letter sounds - has global developmental delay, so I need to check slowly over next 2 weeks, space out BSA assessments over time.

Next Steps:

Modelling books - get these well established
AFL goal - co-construct success criteria with children

Integrate ICT
Taskboard - introduce new games, make cards
Students teacher in room for 5 weeks and 7 days full control - consider how to support her success in moving students forwards. 
0 Comments

Emergency Exits

5/5/2016

0 Comments

 
In Kiwi, where we teach out littlest learners experience has taught us to introduce students to emergency exit procedures on the first day and to review these every couple of week as new entrants start school. There is nothing so unsettling for a newbie than a full school fire drill, real or planned, happening on the first day, or in their first week. We talk about the fire alarm and we practise walking quickly and quietly out to the field to line up. We also practise calling the roll there. In a surprise lunchtime fire alarm in week 1 last year, all our little ones ran back to class. We now make sure students know to go straight to the field and to line up and wait for us there.

​PCT 2 - demonstrate commitment to promoting the well-being of all akonga.


Picture
0 Comments

ILE NE Inquiry Goal - Term 2

5/2/2016

0 Comments

 

How can I increase retention of early HFWs and beginning sounds to accelerate reading achievement. 

Intended Deliberate Acts of Teaching
  • Daily flashcards for beginning sounds in guided reading sessions
  • Daily use os target sight words (colour wheel) in guided reading sessions
  • Early words book - unison reading, one word a day
  • Early words follow-up
  • Teach onset and rime through  word family poems
  • Introduce new HFW games to reading and writing rotations
  • Introduce use of PM readers on the class computers
  • Introduce reading games for sight words and alphabet sounds on the iPad
0 Comments

    Renee Stewart

    Forever curious, always learning, deep thinking teacher. I am a Year 5 teacher this year and am enjoying the transition after 3 years with New Entrants.

    RSS Feed

    Archives

    August 2017
    July 2017
    June 2017
    May 2017
    November 2016
    September 2016
    August 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    September 2015

    Categories

    All
    Analysis Learning
    Assessment
    Bi Cultural
    Content Knowledge
    Critical Inquiry
    Cultures
    Diversity
    Effective Teaching And Learning
    Flexible Grouping
    Fostering Trust
    Heritages
    ILE Inquiry
    Inclusive
    Individualized Needs
    Leadership
    Learning Activities
    Learning Needs
    Making Connections
    Maori
    Motivation
    Multi Cultural
    New Learning: New Contexts
    Oral Language
    Play
    Professional Learning
    Professional Learning Goals
    Professional Practice
    Professional Relationships
    PTC 1
    PTC 10
    PTC 11
    PTC 12
    PTC 2
    PTC 3
    PTC 4
    PTC 5
    PTC 6
    PTC 7
    PTC 8
    PTC 9
    Reflection
    RTLB & MOE Relationships
    Safety
    Te Reo
    Think Critically
    Treaty Of Waitangi
    Well Being
    Whanau

Powered by Create your own unique website with customizable templates.