Terrm 4 Literacy Course: Sheena Cameron and Louise Dempsey
 30 secs to process and feedback feedback to your partner When ...then.... Criteria displayed is a good starting point before oral language begins eye contact, 30 secs, time to listen and talk positives before challenged Talk partner and learning /thinking buddy set up by teacher similar ability together high 5 switch in middle of talking time www.thewritingbook.com resources writing book grouping for writing plan keep group smalls work with one group for 20 minutes other kids to self check and partner check their writing roving and quick stops share example of sentence herd or task at hand set days for groups similar ability group for teacher mixed ability for independent use kids to help each other in a mixed ability group individual checking-do you use capital t or T do you know the difference? group kids around what they need grouped for a specific purpose at risk writers how to check in with them have check cards-what they need to work on-planning group, conjunction punctuation group, Motivate, criteria, discuss, sentence starter, text types: imagitive-recount, time, descriptive,poetry informative-factual writing,report, expalnation,instruction persuasive-persuasion, exposition So make your writing fall in to these catergories. Venn diagrammes to see what is important Poetry is great because it has language, descriptives, ideas etc. "Dancing with the pen"-rules, humour, "once upon a slime" andy griffths-try this..warm ups or one offs, Do you have varity as well.. Relevance and real gets the best writing; Having a real audience, get kids to read their stories to someone, chunk out the writing task...eg Monday =paln, tuesday introduction, wednesday middle an dconclusion., friday edit and publish. Motivation: do something view something listen to something coral pigmy seahorses- www.literaracy shed.com www.boredpanda.com GOpro writing resources aspect to write about. boys engaged use the right topic: rugby, player, favourite player, let kids write their own stories and their own choices to write.. Lots of time to do sharing.and celebarte what tyhey have done already. teacher should model descriptive writing first- Success Criteria: Use visuals for the key they will use in their books. : I can....Criteria> Look, do and action.2 wow words in their writing. Stamp for their challenge. Images are useful thru the levels. Eg eg images that they can use in their writing followed by the drama that goes with it. Paragarph as you go up the school. Talking frames are good to organise and help kids to have a sentence starter for their writing. They hear the sentences and get to see what they may look like. Build a presentation of talking also so kids have a structure as they are talking and speaking. 3 reasons for supporting something: First another reason, for example, picture plans what/where/ Pictures for story starting do 4 picture plan> T chart to group ideas-paragraph on one topic Y chart to separate into 3 catergories..look, act, characteristics adds a rich decription images as problem in the story resources for writing using devices collaborative planning year 4 watch video tech vocab stop play stop play stop play discuss and add one idea paragraphs 3 sentences in a paragraph. Details to plan: don't wait for kids that say they have nothing to write about share examples, listen to examples then move to modelling, plan sheet, story, introduction, model the 5 w's kitchen, afternoon, sunny, example early warm think aloud, cross out if not right Sentence..conjuction..Sentence Compound sentence: and , so, or but complex sentences-use while, since, because, until, through 15 minutes Hook, clear, example,just write ready to write..lesson wrap up..reflection time, shape, motivate: drama, image, experience, model the writing, pause often,unpack criteria for later, memorable, measureable too, so kids can start improving theri writing. Identify the sentence. The hook Book: using an exemplar...show the storyline: talk about it as go along.. action verb dialogue description Modelled shared writing..I show you now help me... 15 mins explanation, 5 minutes to get story across, a few things well...thats it. let them start. Model to them they really like it. Middle part as a cycle: -independence and confidence -complex sentence stuff what did you do to get the trophy stamp? Clever writers spot mistakes and fix them up. read writing in quiet voice spot 2 things to change Editing: Magnify glasses...to check spelling, whisper phones, trade me-99 cents does it make sense, underlining,editing fan, editing pencil--it poin ts at the words as the kids read it.Pens are more efficient, and save time, use highlighters to get them to check and celebrate their self checking. Get the kids to self check and add it to the projector so we can all se it. and use as demo for class. self check partner check read their writing and make sure other child listens as they read it aloud feedback needs to be targeted on the writing that they have been doing. what like and why circle 2 wow words Use interactive white board to show students work. Model on google docs! Highlight and feedback wow words and Superwriter.. cape! Quick Writes: warm ups, or lesson, specific writing skills and review at different levels, kids draw a map of where they went beach house, farm, etc A moment in Time: i heard I saw I felt I wondered Use the videos and pause it ask a question before continue Earn the trophy if you have a particular word in the story. A great day..lots of things to try and revisit in then classroom. Staring with quick writes.




 Term 2 2016 Catholic Schools Day This week we celebrated CSD with a mufti day, and a series of planned rotations for our middle team. I got to work with the kids making prayer spaces and reflecting on what it could look like. A theme Cloth and objects Reflection time The kids were really eager to try their prayer spaces and participated willingly. Their creations were so good and they could articulate what they had done and why. As the schools new DRS I was especially keen to find out how our kids recognise prayer and how they see themselves as designers of their own prayer spaces. I thought their insight and co-operation together was delightful. I do use prayer spaces in my classroom and each day i get different children to set up the prayer mat and now I will emphasise choosing a theme to go with it. Term 1 2016 SpellWrite online at Westbrook school. this was a workshop on the online resource spell write. Noeline Anderson included how to: the importance of the home/school partnership, personalise word groups, use spelling as a writing tool. The resource was partially useful. We felt at this time we had enough online apps for our middle school. One of the biggest difficulties was the fact there was no voice to speak the word to a child. This would be useful for our at risk kids. Term 4 2014 This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity. They understand the visual rotation board and what groups they are in. They know where to put finished work. They are learning to understand there is a time to speak and a time to listen, a time to share and a time to try new learning. Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning. I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing. Term 3 2015 I provided a graph for the BOT to show the progress to date of Reading Recovery StudentsReading Recovery Acceleration Chart I will add to this as children on reading recovery as discontinue the programme.

Honor Maths PD-

.Honor R Maths Pd Term 1 2017

Going over the PACT tool and how to implement it into the existing system. Honor showed us how this may look in our maths progressions and how to use pACT as tool for next steps, identifying what child can do. It was confusing at first as seems to be a double up of content. However it can provide ready questionms and scenarios to use with a maths group.

Evidence of shifts

Term 3 2015
I provided a graph for the BOT to show the progress to date of Reading Recovery Students

Reading Recovery Acceleration Chart

I will add to this as children on reading recovery as discontinue the programme.

Building Rlationships

Term 4 2014
We discuss this each day as a quick recap.

I look at what is planned for each week and try to fit it all in. Sometimes disruptions have  occured  and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.

I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.

A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.

With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.

I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.

RCIP -Maori Students and Online Learning

Who are our Priority Learners and how is the use of online tools meeting their needs?

The Education Revue Office states that our priority learners are, "Groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include Māori and Pacific learners, those from low socio-economic backgrounds, and students with special educational needs, ERO (2012)

 A question that requires more discussion is whether the online learning engagements offered in New Zealand schools and helping them learn to their potential?

How can the online interventions being used be measured?

Links to Planning and Outcomes

Term 3 and 4

See links to ALL Literacy Focus 2015
                  ALL focus 2015

See links to Maths Inquiry Focus 2015
              Maths Inquiry 2015


See Links of Example of planning ORRS Students T4

                       Reign

                         Liam

                           Emily




See Links to Reading Recovery Acceleration Chart-Devised by Bernie and given to David for the board and another updated version for David will be ready by the end of this week. 
(Term 4, Week 3 2015)

             Reading Recovery Progress Chart 2015

See Links for Reading Night Slides 2015-that I had to help prepare and present for:

                                  Reading Night 2015



See Links for Maths Night Slides 2015-that I had to help prepare and present for:


                  Maths Night Slides 2015

Extra PD/ Study ICT

Term 4 2016

Began Mindlab post grad study.
The research read and critiqued regularly is helping gain a better understanding of where my students are now and where they can be. Also the collaborative component of the course is helpful to see pov and gain a better understanding of how teachers use the information gained. A lot of reading and extra work, but does have benefits in really understanding what is happening in education, what we need to do, what we are doing really well, and where we are headed. Every week we have tasks to complete here is one we did to discover our own learning styles and beliefs.

Term 4 2016

Mark Osbourne visits for TOD 2 days. All about changes in education-growth mindset and ILE all what we have been doing in mindlab last few months! Very good to listen to and follow. Practical advice. Main jest...schools need to change as the work force is changing and jobs here now will not be in the future. As teachers we need to equip kids with skills that make them adaptable for future jobs we don't even know exist yet. ILE utilise best teacher practice and skills shared across a wider group of students so all students and teachers benefit by being exposed to different strengths an Talents. In 2016 i am in a collaborative planning group and ILE classroom model. I am using chrome books with my students and collaboratively and more extensively planning with other teachers in my team.

Term 4 2015

Feedback to staff on Ulearn, I talked about ILE and the movie..'Most Likely to Succeed'.
I pointed out the relevance and need for change in schools regarding environment, collaboration and learning tools. The Principal from Te Kowhai school has invited me to 'tour' his school. 

I throughly enjoyed Ulearn and  the opportunity to explore, discover and make new connections with other teachers regarding the change and the needs of students in todays world. I am sure that ILE is the way forward to best meet the diverse and changing needs of students, and also to utilise a teachers best strengths and assest for the promotion of learning and betterment of all Akonga. 

ULEARN SLIDES