Link to Powerpoint Based on: How to Teach Writing, Spelling and Grammar By Helen Walls and Christine Braid With Students: · Read a poem out loud (e.g. The Highwayman, The Jabberwocky?, ANZAC poetry). Summarise the most who / do about that poem...ten words or less · Sentence or fragment game – say a sentence or fragment based on the poem or story, children put their fingers up or down after it is said (ORALLY) · Clause or phrase – identify and create o Clause contains a subject and a verb (“a who and a do”) o A phrase does not contain a subject o A simple sentence has a subject, verb and it makes sense (teach “three parts – subbject, verb and it makes sense) · Extending sentences: play around orally with compound sentences by adding co-ordinating conjunction...
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Full Presentation Goal: for 70% of each year group to be at standard by end of the year. Teams to review data, and further inquire into students achieving below the standard (e.g. look at what is being achieved/areas of challenge using e-asTTle). Then, decide some actions to target those students and their progress. What are we currently doing? Ability groups Target Hero unachieved goals - repetition & continuous revision Rapid Routines Pattern recognition Explicit teaching of strategies Practice of strategies taught Action Steps: What are we going to do? (Next Steps) Keep focusing on regular revision & repetition Keep checking in to see if they are picking up the strategies - continual assessment Post-tests after strategies taught Materials - place value blocks and money
Reading: Spencer and Petersen 2020 Powerpoint Hierarchy of story telling Oral Language – Narrative – Exposition – Persuasion Macro Structure (how stories are stuctured) Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end) > Multiple episodes may ensue Micro Elements · Vocabulary · Word level grammar · Relationships o Chronological order (time, sequence)... first, after.. o Word level grammar (actions and reactions of characters or in the story)... because, therefore... But be aware...this is generally the European structure... its important to also include other cultural story types, while also teaching European story structure. T eaching focus could be noticing and unpacking the similarities and differences. Narrative Planning (* = compulsary to include) ...
Observation & Reflection Notes 4/4/24 - Krystal Hunt Observation & Reflection Notes 5/4/23 - Anna McNeill
Full document saved here
PGC Conversation Sheet completed with Sandy Hastings, Principal, 1/12/2023.
Focus: Start of day - setting a positive tone, use of Te Reo, inclusion of all students, student voice provision, interoception) Observation document and next steps saved here .
Log in here: https://e-asttle.education.govt.nz/SCWeb/ Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed. The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.
Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation Understanding behaviour: we can only see the tip of the ice berg...what might be hidden? History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...
Whakapapa of Te Maataiaho Useful videos on link above Full Presentation The why... Maatairanga: the guiding kaupapa Maatainuku: creating a foundation Maataitipu: vision for young people The what.... Maatairea: supporting progress Maataiaho : weaving learning within and across learning areas The how... Maataioho: school curriculum design and review Maataiahikaa: connecting to place and community NELP Alignment National Education and Learning Priorities (NELP) Objective 1: Learners at the centre – Learners with their whānau are at the centre of education Objective 2: Barrier-free access – Great education opportunities and outcomes are within reach for every learner Objective 3: Quality teaching and leadership – Quality teaching and leadership make the difference for learners and their whānau Objective 4: Future of learning and work – Learning that is relevant to the lives of New Zealanders today and throughout their lives Objective 5: World-clas...
Full Presentation Moving from year level progressions to 'Phases of learning': Foundational: Y0-Y3; Y4-6; Y7-8 then High School levels Content cards to support planning The understand, know, do outcomes could be used as objectives directly with ākonga (may need to be written in student speak). Ideas for introducing: * Event cards: give small groups cards with key events and ask them to put the events in chronological order (e.g. Kemp's Deed, Te Tiriti, First Four Ships, Te Reo Māori becomes an official language etc). Could add pictures or give a timeline to make it easier/harder. Event card examples . Resources on Te Mana Raupō Teaching Resources ANZH Resources Great resources on here! Scroll down to see planning mindmaps, planning templates etc. Ngai Tahu Resources and Videos Curriculum Resources and Examples
KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help. They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...
Caroline modelled a reading session for me, working with a group of Stage 4+ readers. Many of these students are ESOL and require continued practise and support on blending and segmenting. Most children do no immediately read or recall a word read 1-2 pages prior in the text (difficulties with orthographic memory). While they have all progressed, we are wondering if we can speed their progress up. Caroline suggested: increasing the number of books which each group reads (currently, there are 3 groups below or well below standard), using Phonics + series and UFLI printables (worksheets also available). Book intro for phonics + books and just tell students Te Reo words. Briefly explain that these are not sounding out words games such as speed word card games ( YouTube link for games to play with these). It is important that students try and sound it quickly in their heads, then say out loud. continue with fast word lists and sound swap games teach additive blendi...
What I Observed Call to attention, "wiggle in close" Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent" ( link to youtube clip ) Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc Sound swap - all involved - using online tool Fluency cards (teacher shows card, students say the sound) Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word. Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals) Fluency sheets - 1 min to read in pairs Whiteboard CVC words, ...
This programme comes from the Peace Foundation Building a toolkit for peaceful conflict resolution and mediation. This includes the peer mediator programme and training. Peer mediators are trained to deal with lower level conflicts / issues. Opportunity for different students to build leadership skills as mediators. Can build on / link to established virtues and values in the school. Negative reactions are common (remember this is a choice, however!) Resources on drive Animal Conflict styles Pūpūrangi (avoiding) Denial, avoid, withdrawal, lose-lose situation Stop talking - silent or walk away; sulk; ignore the issue; can become resentful Kiwi (accommodating) Suppression, accommodating, lose-win situation Act as though nothing is the matter, Peace-keepers & like to preserve harmony, often say ‘yes’ to preserve the relationship, can refuse to talk about the problem, can become cross with someone afterwards (suppressed anger and f...
Appraisal/TAI Observation Record This is an observation that is primarily for the benefit of the teacher being observed – who sets up the observation with a particular area of interest and development of their own in mind. It is important that the person doing the observation knows what specific area of their practice the teacher is wanting feedback on. The teacher completes the parts in green prior to the observation , the observer collects the data, notes any questions they have, Then at a feedback discussion, the observer and teacher discuss and complete the final sections. Appraiser Observing Caroline Morritt Observation Date 16/5/23 Teacher Charlotte Verity Observation Time Topic being taught Literacy - spelling and reading (Teacher to complete): The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation (in relation to an ‘on top’ issue or to an appraisal/TAI goal) : ...