Notes from Iwi Lead PD "Walking Stories"

 24.4.23

Stories of Ngati Kahu - Te Ikanui

Marangi -East 

Tumoana - knowledge of Moana name meaning.

Toka tumoana- rock standing in water.

Tu Moana Came to the rarawa and back again, chief navigator.

Kahutianui/daughter wouldn't let him come back. Sent 3 waves back as signs.

Moved throughout Mitimiti, Shipwreck Bay etc. Sent back lightning/ storms and tohu.

Tu Moana sends Parata back to Kahitianui, on Tinana te Waka. He promises to look after her. 

 Ko Mamaru the Waka. Mamaru a sail/ra/triangle, filled with wind, that is mamaru. Slicing through water. Mamaru a gift given to Parata from Tumoana.

Tinana waka changed name to Mamaru.

Rangatira- weave a ropu. Mao world view someone who weaves ppl together.

Mamangi - wind stopped waka drifting. Named child that during that time.

Parata- amazing navigator to follow Tumoana's directions.

Tukanikani- child born when Parata danced with joy for arriving at Hawaiki.

Ngati Kahu- named after a women therefore great respect to women and children.

Transience a trait like Tumoana traveling back and from.

Mamangi- first child. Drifting on sea

Tukanikani- second child. Celebrating w dance.

Hone Sadler- rauemi/pukapuka

Reflections/Notes on Zoom 27th April- Assessment Tasks: Case Study.

Assessment Tasks: Case Study.

• 2 focus students.
• 1 needs to be lower level at baseline
• other at any level
• 1x small group reading obs
• 1x Tier 1 Obs
• 1x facilitator/tcher validation doc

-bullet points ok

1. Background/learning context/class info etc.

2. Data of focus stds: age, length of school, whanau context. Data baseline/ 10 weeks later etc where was growth, next steps etc. Reflect on Zoom PHOM informed teaching.

3. Small group reading- rational for choice, how did you inform choice?

How do they respond to teaching? Detailed noticing's

Refer to Zoom 9th March- Sml group reading. reflect on.

4. Whanau engagement- successes' and challenges. Reflect on the Zoom 

5. Challenges/Successes':

• - whanau?
• - happy to take risks etc
• - how did you meet challenges? attendance, risk taking to meet success with teaching.

6. Teir 2: 

• how did identify who needed Tier 2 approach?
• Don't have to teach Tier 2 but have a plan for the learners.
• Comment on Zoom.

7. Reflections: incl obs form, reflect on the obs, refer to pre/post surveys- how did they help my knledge.

-Use the word doc to practice assignment. (dont submit this, copy and paste into submission)

-Feedback form for my Taumata from facilitation.

-Validation form to be used

To submit case study- attempt quiz now, then copy and paste answers into box. Drag and drop files where necessary. 

Tips: 

details, be specific. See slide eg.

Use the response prompts to guide.

Tier 2- use traffic light system (Module 4)

Use word count.

Due 23rd July (Week 2, Term 3)

Last year data can be baseline and use 10 weeks as second point of data. Between two 10 weeks of data points. To reflect on growth for my teaching.

Assessment tasks should be the same as the last data points. 

Connected text to pass- proficiency not to be decoding as they go, not laborious. Used to combine all assessments. Not to be compared to a RR. It is an unseen text.

Year 3 students ok, 2 assessment points within 10 weeks.

Questions for Ange: 

Tier 2, what does this look like for my class?

I need to go back and reflect on my data, check that it is all there, what else do I need to do?

Oral Narrative Zoom reflections

Recommended that Oral narrative lessons to be done separately, I will start to do these in the afternoon with writing lessons.

Hack- narrative cards- magnetize

Hack-Fun facts- comp questions can be done independently (I will try to use these for some of my reading groups)

These lessons can be helpful to transfer into writing

Taumata 2/3- Story structure elements Character/setting etc Explicit teaching

Taumata 4/5 adjective, adverbs etc etc

Taumata 4

Sequencing

Before- talking about what happens before

Adjectives/Adverbs/Complex noun phrases- link to writing.

Taumata 5

Metacognitive verbs- thoughts/feelings/other people's perspectives

Metalinguistics verbs- how characters feel based on what they say

Weeks 7-10 Vocab Deep Dive

Look at Module 3.A.1

Goal: Incorporate this into afternoon programme reading and writing.