I have showed Eli how implement Observation Survey and supplied her with the materials.
I have demonstrated a Reading Recovery lesson for Teresa.
I have helped Karen S import a document into her drive and showed her how to download images.
I have shared information on reading session with Sharon Ross with my team.
I have helped and shown Heather how to upload images, documents share docs and tidy up the room 8 blog.
I have shown Eli how to implement Asstle and how to mark it against the rubric.
Term 3 2015
Criterion 6: conceptualise, plan and implement an appropriate learning programme Self Assessment: (mark line at your current level and also at your aspiration level) Beginning Meets Criterion Exceeds Criterion Questions I might ask myself: · What are the aims of my unit/programme? · How do my aims link to learning outcomes? · What resources can I use? · What teaching strategies can I use? · Do I need to check/update my knowledge of content? · Can I make real world connections to my unit of work?
On reflection to this criterion: I have looked at where the room 8 children were at the beginning of the year. A lot of these children were below in writing at the start of year 2. So it has been a focus in ALL work and in RR and in taking literacy sessions to help gain extra ideas how to accelerate very below kids. Term 3 attended Sharon Ross -literacy consultant on how to get reluctant writers moving. I shared my findings with a google doc to all junior teachers, on her 8 steps to identify and ways to clarify the goals to work on with these kids.
8 steps Sharon Ross
As in RR the emphasis was on knowing the writers well so we can move them on from what they know.We need to build on prior knowledge and build connections.It is essential to have clear expectations of the kids to get them to write independently. Good idea to get boys to talk and draw before they write. Use photos, personal stories, objects, experiences, film to get them hooked.Look at their cultural, social and emotional wellbeing ..look for connections and threads to get them excited. I have heard a lot of this before with Barbara Anne and Gail Loane so it was great to confirm all the things i am doing with these writers. On the right track and feel I am making progress with room 8 kids. Their asstle June results have shown an improvement.
attached graph of Reading Recovery Student Success this year
-remember to ask about their message ..can you add to it? how do you know that information? Teacher talk is powerful.
My ALL focus group has also shown progress with the of concern writers.
ALL focus 2015
as a continuation to track and motivate, accelerate those at risk I am helping in term 4 with the Reading Together Programme, that Tai invited me to. I attended a workshop after school to get informed. reading together is a group programme for parents, designed to help parents to help their children reading at home.
Term 4 -Reading together Programme
This term we would like to run the Reading Together Programme for parents.
If you have these kids in your class it may be better if they were contacted by their child's teacher. I don't mind making some of the calls also. Karen s if you want to add your girl underneath you can. I was wondering if the 19th Wednesday or 20 th of October Thursday was ok with you guys. Not compulsory to attend the workshops but may be good to get a feel of how one is run.
What you can say to parents:
- We would like to invite you to a Reading Together Workshop for Parents.
- It is a series of 4 workshops, runs over 4 weeks, 1 workshop a week. POssibly starts on the 19th Wednesday 20th Thursday of October. Time 5:30pm
- Bring your kids if childcare is an issue We will have someone to watch children.
- Is transportation an issue? Pick Up if possible.
- Snacks available for you and your children.
- Do not say their chn are at risk, that is why they need to take the programme.
Term 2 2015
Smart Achievers--Smartwords PD
Attended session after school on how to get most from the smartwords programme. As we will be using this with our year 2's thought it best to revise. In smartwords it is important the given methodology is used to effectively get best results. It is a regular 4 day cycle that reinforces spelling patterns, word knowledge and grammer practice. Once the students are familiar with the idea of the books and how they work they will get going quicker and the extension activities help as they progress.
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.
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.
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