Term 3/4 Inquiry- Writing

 

SCANNING: WHAT IS GOING ON FOR MY LEARNERS?

At my mid year data I can see that I have a considerable number of students who are not writing at expectation. This is also reflected in school wide data. What I believe is contributing to this:

- some students have corresponding reading and writing levels below expectation which has been the case for over a year.

-some students are reluctant writers, I think they have the ability but are not willing to focus on writing tasks and complete them to the standard that they are capable of. These writers are at/above in reading. Predominately boys in this group.

-as I was learning BSLA and focusing on accreditation the planning was focused on reading. Literacy time has been focused on reading and PHOM. Small group reading has been a main focus for me and a non negotiable. There has not been a focus on whole class writing lessons.

-students are making pleasing progress in PHOM teaching and picking up spelling patterns, there is not a lot of evidence of students transitioning this into their writing.

FOCUSING: WHERE DO I THINK CONCENTRATING MY ENERGY WILL MAKE THE MOST DIFFERENCE?

• I am going to focus on the reluctant writers in my class. These students are sitting at 1P and I would like to move them to 1A/2B by the end of the year. This is a group of ten boys.
• I am going to change my weekly timetable to allocate 2 whole class writing sessions, Jorja will teach a third on Wednesdays, as well as writing activities to work on independently during reading time.
• I will need to develop ideas that engage these learners. It will have a positive impact on the rest of the class as well.

DEVELOPING A HUNCH.

These learners will need good models of writing and a clear understanding of what success looks like.

They will need scaffolds and incentives and clear feedback.

They will need engaging prompts and motivations for writing.

Notes from discussion with Ange:

Different writing ideas for class.

- timed writing sessions, cant stop "Freedom writing"

-being "authors" recording stories rather than writing them.

I will try to incorporate these different types of activities into the weekly programme.

Inquiry Reflection

 This term I have been trying to continue to implement BSLA into my Literacy Programme. I have not been attending the Zooms this term but I have the resources available to access.

Successes this term:

I have been using the Fun Facts resources. I use these as a whole class shared reading and I have been finding success in the students independently working on the comprehension tasks that follow on from them. I think this is a good skill to develop for the more able readers as they are now reading to learn information. I think these would be a good resource for older students in our school to use as well.

I am continuing to teach whole class PHOM lessons, which I think are valuable. I like the explict teaching in these lessons.  I have not been making a good connection with the BSLA reading groups so that the sequence is aligned. I need to address this once I have completed testing and restructured by groups and identified needs.

Challenges:

I am feeling unsure of the progress being made in my BSLA reading groups. Some students seem to be moving well, others seem to take 2 steps forward, 1 step back. I hope that my BSLA release time can ensure that I can correctly assess them and discuss with Ange.

I need to take the time to really master the small group teaching of reading.

I will need to take some time to review this.

It is challenging to try to correctly implement the BSLA programme alongside the rest of my Y3 learners who now read 8yr +. But I think that the foundational knowledge is beneficial for me to use at any level.

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.

Morphological Teaching Strategies- Zoom Reflections

 Taumata 4- Mahuri 

Taumata 5- Rakau

Notes:

• Lead chn to see/discover pattern before teaching it. (e.g ch/tch lesson in video)
• Recommended number of repetitions- research proven (refer to lesson plans)
• Word chains in list one after another. Read back. Goal to be fast, focus on spelling not handwriting etc.
• Link to reading and writing: Taumata 4 Phom to reading. Taumata 5 focus on writing and reading from Phom lesson.
• Use shared text in PHOM lesson. Engaging all learners.
• Refer to optional extension to differentiate for all learners.

Reflection:

I am noticing that my whole class PHOM lessons may not be effectively reaching all learners needs. The children reading Level 19-25 are picking up spelling patterns quickly and need extension. The children in Tupu need more support. The Mahuri group that these PHOm lessons are aimed at are identifying the target sounds in the texts but not transfering them to writing.

I can see how Taumata 5 lessons would really benefit the higher groups and I am wondering if there is a need for the Tupu group to join Rita's class as we had originally planned.

Takeaway:

-Plan to use shared text in PHOM lesson.

-Move though scope and sequence as planned and cycle back.

Small Group Reading and Phonological Awareness Teaching- Zoom reflections.

 Before

• reading sounds
• making and breaking words

During

• focus on words
• rereading for comprehension
• choral/round robin

If fluent/ not decoding too easy

After

• activity from back of book

Lesson plans on TKI for Phonics Plus book. Can be taught over series of days.

Fun Facts resource Found in Taumata 5 but at all levels 3b.4 have a video showing this resource.

Using Colour wheel books as normal. There is no correlation as to where they will end up on colour wheel.

Module 3A4 is Small Group Reading 

Resource section has video for Literacy Tumble ideas.

Maggie Boston Readers

My takeaways for this week:

• Check out Fun Fact resources for other groups.
• Focus on Before reading teaching in small groups this week.
• Find out what are Maggie Boston Readers
• Teaching Fidelity Checklist- complete 1x week.

Phonological awareness Teaching

Mainly at Taumata 1-3

Research shows: 2-3 graphemes a week is more effective than one. Cycle back through.

• Crisp/clean sounds once.
• Matching phoneme to grapheme. 
• Encourage chn to see at mouth. 
• Use target word in sentence.
• Segmenting and Blending
• Model resources before giving chn their own board
• Actions (robot arms) can over load cognitive load. Phoneme fingers encouraged
• Class read aloud with shared decodable text.
• Use the key words in writing activities

My takeaways for this week:

- although I have been creating phonics based activities for independent tasks. Can I include a shared decodable text to simulate a writing activity?

-Go back through the resource section of learn and see what I can utilise in planning next week.

Teaching for Inquiry 2023

 

Teaching for Inquiry 2023.

My Inquiry Question for this year is:

How can I use the pedagogies of BSLA to support Year 3 learners in Literacy?

I have chosen this question as Structured Literacy is a focus area in the Junior Area of our school, I am interested in how this style of teaching can be implemented past Year 1 and 2. Teaching in the senior age group we are often presented with students with poor spelling skills and below readers who have limited phonological understanding, I hope that by inquiring into this area I may develop skills that will help me when teaching all age groups. At Year 3 we often notice some students who plateau at around Green level on the colour wheel. Would the Structured Literacy approach have been more beneficial to these learners? (Focusing)

SCANNING

In this cohort I have a range of students who are reading well into the colour wheel Levels 19-25, however they still present with limited usage of spelling rules.

There is a reading group who are reading fluently at Mahuri level and are now starting to read Orange level books.

There is another group of students reading at Mahuri.

The final group of readers are currently reading at Tupu level.

In the groups that are reading within the BSLA programme there are two students who have learnt to read with the traditional colour wheel approach as well as one being an ex reading recovery student. I have now introduced these two students to the BSLA proramme and I will be interested in seeing how these two particular students progress. (Focusing)

This term I have begun my Micro credential on BSLA and I am starting to implement these practices into my Literacy programme.

 BSLA Module 2 Notes- Year 1

Independent activity ideas: link directly other components of lesson. e.g Quality Picture Book lesson and phonological awareness.

Need to be independent- train class/systematic need explicit teaching. Change target each week rather than too frequently. Consider different learning spaces.

• -utilising buddies/tuakana (from Nikau)
• -must do, can do
• -ideas- bingo, memory, snap
• - eye spy game
• -magnetic letters
• -puppets/picture sequencing
• -pictures of the story and kids write retell
• -handwriting to practise letters/sound
• -building vocabulary: build shelters, retell using seesaw- (focus on vocab), actions using vocab

Module 3 Taumata 5 (Beginning of Year 2)

Base teaching on majority of class needs.

• BB1: Quality Story Book ( Characters, Setting, Problem, Plan, Action and Ending) Thoughts, Feelings verbs- exclaimed, tell, shouted etc
• BB2: Spelling Patterns. Morphology, Prefix, Suffix
• BB3: Reading and Writing based on PHOM
• BB4: Small group reading lessons

Phonological Awareness, Orthographic Patterns and Morphology Skill Building (PHOM)

Explict teaching of phoneme.

Using segmentation board to split up target words into phoneme boxes.

• Maximise teaching: Ask children to read each word aloud once all words have been written.
• Extend teaching: Fast finishers can write a sentence that contains one of the target words.
• Simplify teaching: For children who are having difficulty writing letters, hand out laminated letters or letter blocks for the children to manipulate.

(Questions for Ang: where are these lessons found?)

Links to Reading and Writing

This activity provides an important opportunity for Year 2 children to receive explicit teaching on how to write different types of sentences and how to apply orthographic knowledge to spelling words in context. In many of the activities, teachers and children build sentences related to the quality children's storybook they have been reading and also integrate orthographic patterns that have been taught in the PHOM section of the lesson.

The activity links closely to small group reading instruction using the Ready to Read Phonics Plus Series and the Fun Facts. This part of the lesson can also be used as a springboard for the whole-class writing lesson for the day. Detailed lessons for whole-class writing will be posted on the Learn site over time.

(Question: Where are fun facts found?)

Reading shared book: Discussing- Characters, Setting, Problem, Plan (Solution), Ending

Characters: Write simple sentences that describe characters.

Patrick and Wayne were/are........describe the characters in pairs using mini white boards.

Maximise teaching: Ask children to read sentences aloud. Highlight words that are either tier 2 vocabulary or target words in current or preceding lessons. 

Extend teaching: Fast finishers can add adjectives or adverbs to their phrase.

Simplify teaching: Ask a child to tell their phrase to a buddy who writes it for them.

This week my goal is to start teaching PHOM lessons and small group lessons with one group on the same sound. Starting with Mahuri- ai ay

Lecture 8: Nga mahi kino a Tauiwi

Lecture 8

Nga mahi kino a Tauiwi

Chapter 6 Pg 195 

Appendices 3- Place names

Doctrine of Discovery

• Mentality of White Christians is that they are superior. Similar to other indigenous cultures.
• Basis for racism. Entrenched in this culture. Cook approached NZ with this attitude as did Hobson.
• Outlawed after second world war- 1966
• 1970s -NZ first developed laws to outlaw racism. International Convention on the Elimination of All forms of Racial Discrimination.
• NZ has struggled to acknowledge racism that is prevalent and now to fix it.
• NZ still rely of doctrine of discovery in treaty settlements
• Results in pakeha ownership, wealth and priveledge accumulation.

Racism- teachers need to protect children from it.

• - An attitude, not born with it.
• -races can be ranked in superiortity and inferioroty.
• - justifies that people can use power to descriminate and deprives others, based on race.
• -derives from Euro colonisation, justification in the oppressions

Theft 95% of NK lands 1834-20
(Will be in test)

• Gipps told Hobson sovereignty means "crown owns all land"
• 'land sales'- none in Tai Tokerau until at least 1900s when Maori could speak English, The maori word did not exist until 1890s hoko whenua- sale of land
• 'surplus lands'- 1840 Crown issuing titles. Crown asks Pakeha what land do you have from Maori? Pakeha were allowed a certain amount of land. If it was over this allocation, it was claimed by Crown as 'surplus land' rather than given back to hapu. 
• by fiat - because I said so.
• 'scrip lands'- some dishonest Pakeha claimed land. If hapu caught them out the crown then gave him some of Ngati Whatua land in Tamaki Makaurau. The Crown then kept the land.
• 'Crown grant'- this land was sold to Pakeha
• 'Crown purchase'- 
• 'consideration'- token money given once land was stolen. Often was promised and not paid or paid to wrong person. Favoritism with certain Maori over others. 
• Tuku whenua- Maori allowing Pakeha to use land. Pakeha arriving were destitute. Idea was for pakeha to stay with hapu

Kaitaia- several unothorised tuku whenua to missionaries. To hold them in the community. Maori was understanding that they were staying with them on these lands.

Taipa Maheatai- up Oruru and Kohumaru.

• Land was tuku whenua to Doctor Ford with promise that he would cure Maori of newly introduced diseases. Moved away and became "script land".

1840-1865- Land seizures.

Forcing tuku whenua. Maori opposing therefore crown- divide and rule.

Doctrine of discovery still underlining the attitude.

1930-1970- Consolidation and Land Devel. Maori having multiple shares in multiple areas, govt redispersing Maori ownership. Doc of Discovery attitude again.

1900-1988- Rating of Maori land. Rating against Pakeha lands but the land was not as good so rates could not be paid therefore land was taken. For example Maitai Bay- DOC

Public Works- often used Maori land for roads etc.

2004- Foreshore and Seabed

Pending- SNA. NK plan to oppose this strongly

Socio Economic Impacts

Attempts to destroy language and culture.

Fighting to save te reo

1987- Official language but no support

Kohunga reo, Kura Kaupapa- hugely integral.

Don't experience racism in the same way as mainstream. Therefore more successful.

Reluctant support from government. Underfunded.

TUTORIAL

Diseases- indigenous populations decimated world wide.

Revenge to iwi- blankets with small pox given to them.

Cook - germ warfare throughout Pacific.

Maori caring for sick sailors/whalers etc. Caught diseases.

Maori immunity was not high like Pakeha.

Ngati Kahu K Lecture 7 Notes Chapt 3.9-3.15

NK Lecture 7 Notes Chapt 3.9-3.15

Ngai Tohianga- Oturu Chapt 3.9

• -mana whenua hapu of Kaitaia
• Kotipu te maunga
• Rangaunu te moana
• Marae does not have buildings yet

Ngati Taranga te paatu

• Urupa also has settlers as they had a good relationship with Pakeha settlers.

Pikaahu Pg 145 /Ngati Whata

• Big Battle with Nga Puhi in Oruru Pg 145
• Wairua great grandfather of Hongi Hika.
• Nga Puhi long history or conflict.
• Name sake of Patukoraha. Maungatakuere, very tapu area (Kareponia)
• Kaitiaki are lizards there looking after the graves. Particularly tapu for women and children. Only Patukoraha men allowed there. Pg 169
• Te Parata and Kahitianui in this urupa- very important. Not in NK hands at the moment.

Matakairiri

• Ko Ikatertere te awa (Taipa)
• Maheatai- area by river/bridge
• Oruru Rd- Karepori Marae 
• Mana whenua over Taipa- consultation over works such as Bridge.

Te Tahaawai

• Ko ngati kahu ko te rarawa nga iwi.
• Very closely related
• Takahue on the border of these two iwi.
• In settlement claims people have had to choose which iwi they were to get claims. Does not fit with Maori view.

Ngati Tara/Ngati Te Rurunga

• Parapara. Close to Kauhunga/Peria

Iwi would like tamariki to understand history and significance of local areas and therefore how can they be kaitiaki of these places? Ensuring that they respect the wahi tapu in there areas.

PACT PD Staff Meeting with Su. 14/9/21

 We explored how to make teacher judgements today using the PaCT tool. Reviewing what we have already covered reminded us that we need to remember to look at what we are taking away from each lesson.

Take aways:

1. It is important to view the illustrations provided to get a really good idea of what the big ideas really mean for each set/ signpost.

2. If you think a student(s) is displaying evidence at one signpost then read the descriptions above and below to double check the level of sophistication fits.

3. The illustrations are also really great ideas for teaching a big idea.

4. You don’t need to review each student for each set. You would group students to think about where they are to decide your deliberate acts of teaching for the next steps, one aspect at a time.

5. We will rotate our specific focus each term on reading this year as we familiarise ourselves with these learning progressions. It would be impossible to be thinking about all the aspects for R, W and M constantly!

6. As always we would use OTJ from a number of evidence sources to decide where students are.

7. The focus should be less about where students are in terms of giving them a ‘level’ and more about “What do I need to teach, and them to learn next”. 

We took a sample of students work and then looked at each aspect and used the blurb and the illustrations to help us place a student on a sign post. 

A good discussion happened at the end of the hui regarding E-asttle v's PACT tool for end of year assessments. Below are some of the things we took away from this lesson. 

We have noticed ...

...with practice I will get faster at this and more confident with making judgements

…need to change year levels of some students, classes have been set up with names to use now, look at notifications

… writing LPF is good to use. Want to use instead of asstle this year as doubling up. Maybe can for yr1-2??

...… would be really valuable to go to experts on staff to moderate with my tricky judgements

… PaCT tool - taken lots away. Talking with others about what our kids are doing at different levels, useful to collaborate

… Feel confident with it and I want to finish putting them in

… just get it in! You know more than you think you do with your first sense.  Calm the farm a bit - you can’t teach it all

… after so long thinking about it, procrastinating and not doing it. Getting stuff in has been beneficial. SO many opportunities to double check and triple check, so it’s robust and thorough.

Ngati Kahi Histories Lecture 5: Mataurahurahu, Ngati Ruaiti, Ngai Takiora

 Lecture 5 26/8

This is an important lecture for us at Kaiako at Oruaiti School as these are the hapu nearby our school covering areas such as Hihi (Waitetoke), Kohumaru, Mangonui.

Lecture Notes

These are my notes from the lecture.

These hapu are linked to ruakaramea waka and mamaru waka.

Nukutaurua Reef- hakatauki. Pg 3 /Map 5

Be resolute to reach the end. Achieve goals. 

Mataurahurahu

• Mangonui Causeway (see notes)
• Kenana- stolen by crown (see notes)
• Rangikapiti- very special/tapu place.
• Moehuri captain of Ruakaramea. Guided by shark/kaitiaki into the harbour. The shark was tapu and needed to be protected. His son, Tukiato killed the shark and was banished to Taemaro ? reserve

• Mangonui- stolen lands. Long hostory of battles still going on now.
• Ruakaramea- (name of waka) and Mill Bay.
• 1960s Mataurahurahu stayed in Mill Bay- banished by crown .
• Ruakaramea Pa- wahi tapu. Police station is built on top of the pa. Offensive to NK.
• Kaipatiki (Midgley rd)- natural ecosystem has been destroyed by development.
• Paewhenua- see causeway.
• Te Akeake- papakainga south side of Paewhenua.

Ngati Ruaiti

• Whakaangi to maunga- wahi tapu. Crown stolen land
• Waitetoki te awa past Hihi campground. Good stones for adze.
• Waitetoki is the name of Hihi 
• Stolen while they were in Auckland (Ngati Ruaiti)
• Tawmaro- Waimahana- NgatiKahu ki Whangaroa.
• Butlers Point- Te pa o Moehuri
• Penguins-come every winter- surf into Waitetoki. Means leave the water to the Penguins at this time.
• Pakaurua- stingrays (kaitiaki) hakatauki- Pg 73
• Pura toke/glow worms (Pg 72) were in riverbanks of Waitetoki. Summertime. Now there is a culvert there so they have died off.
• Punished for speaking te reo maori at Mangonui school.

Ngai Takiora-

• Tokatoka Awa- by Kohumaru Rd meets Oruaiti Rd has been re routed due to causeway.
• Te Akeake- now crown land. Hapu would like that to be an area for a Marae.
• Related to Ngati Aukiwa/Waimahana/Taemaro.
• Aputerewa Marae.
• Taemaro- Ngati Aukiwa
• Okokori- Waimahana.

Notes from Tutorial

• Kohu maru- thick fog
• Oruaiti- waitetoki adze, everyone came to get them.  Waka were build with these rocks. What is a toke? Adze?
• Ruaiti- the tupuna. Ngati Ruaiti.
• penguins/stingrays/glow worm.- eco links
• WB White- NZ Company. Persistantly stealling land. Land agent- conflict of interest. Govt officials in Wgtn allowed him to hold these positions. Stole huge tracts of land 1860s.
• Links to Ngapuhi. Maturahurahu
• Butterfish Bay- name caused angst. 

Ngati Kahu Histories- Graduate Paper

 This term I have been participating in the Ngati Kahu Histories Paper offered by Ngati Kahu.

This involves a weekly 1 hour lecture with Margaret Mutu followed by a 1 hour tutorial with Te Ikanui Kingi Waiaua. We follow reading from the book produced from the iwi Ngati Kahu: History of a Soverign Nation.

I am thoroughly enjoying this paper and learning so much about the history of this area where a lot of our tamariki are living.

Reflections from Lecture 1:

In this lecture we learnt about the origins of Ngati Kahu tupuna. This was fascinating because we learnt about the Pepeha for Ngati Kahu and what it meant. We also learnt some great stories about how the tupuna arrived in this area. It would be great for tamariki to know the pepeha for Ngati Kahu and preferably their iwi (if they know it). I now have the resources to explain to my students the meanings and stories behind these pepeha.

Reflections from Lecture 2:

We learnt about key Maori concepts; rangatiratanga, utu, mana, tapu, whenua, tikanga, kaitiaki

Key learning for me:

mana: is authority and power. Delegated by gods into human agent. It cannot be given to someone but earnt.

rangatiratanga: Rangatira is a person of mana, a leader who has earnt this respect. It is something that is bestowed on someone from a spiritual rhelm. Rangatiratanga is to exercise authority and power. Mana and rangatiratanga are interrelated.

tikanga: is the correct way of doing things. Like local law. It can be adapted to suit certain situations and can change between iwi. It can also be established/decided upon in different contexts.

whenua: learning about the Maori creation story I now understand that according to this, Maori believe to be direct descendants of Papatuanuku and Ranginui and therefore have a blood link to the land. This creates the strong tie to the land and how they respect and utilise it. This is a concept very different to the western view of land ownership.

kaitiaki: mana whenua protect mauri/tapu of their land and seas.

utu: is maintaining the balance and harmony.

This was a very important lecture for me. I am familiar with these concepts but it was great to hear the true meanings of these concepts as they are not able to translated into English. These concepts are integral when understanding how there was so much confusion and conflict around te tiriti.

Reflections from Lecture 3:

Te tiriti o Waitangi and Whakaputanga o te Rangatiratanga o Nu Tireni

This was another important lecture, and the basis for our first assignment. We learnt how the arrival of pakeha impacted the life Maori were living in Aotearoa. We also learnt how the two parties went about to solve these issues, which lead to whakaputanga and then te triti. A big takeaway for me is how different the Maori world view was/is in terms of land ownership and use and therefore how there was so much confusion over this between Maori and Pakeha.

Here is our lesson plan/first assignment.

Reflections from Lecture 4:

Stories from Whanau Moana.

In this lecutre we heard some local stories from the hapu Te Whanau Moana (Karikari area). There were some great korero around how tupuna lived and legends about local places. These would be of great interest to tamariki, especially if we were able to visit this area with the school. We also learnt about the conflict this area has had with land ownership since the singing of te tiriti. These stories are also imporant for tamariki to know so that they can understand how the battle continues in the present time.

 Tuesday 10th August, 2021

Working with Su Arrowsmith on learning how to break down the aspects and sets on the PACT tool. was a really informative workshop that got us preparing a mini lesson plan for reading.

Focus on WALT's and Success criteria.  and explanation as to why we are doing what we are doing. We also addressed having questions prepared prior to lessons. 

Example:

Learning Intention: Kei te ako matou ki te….

Why? TIB it helps us to understand what a text is about and to quickly see if it has the information we need to find for research or for pleasure, or to find exactly where the information is, saving us time when reading. 

Success criteria: WILF

1. I can find sentences or words that talk about things:

1. in the past

2. In the present

3. In the future

2. I can find dates that help me to work out when things happened

3. I can place events in the correct order

TASKS:

1. Round Robin  - words that give us clues to things happening in the past; present; future

2. Pairs - read and highlight 

3. Reciprocal reading (a - dates, b - past words, c - present words, d - future words)

4. Timeline (draw pics/ dates and words/ poem)

5. Individual practise

6. Peer assessment and feedback

Tulevai and the sea

Which things do you know will be happening in the future and how do you know this?

On page 4 what word tells you that the sea wants to do something to Tulevai in the future?

On page 12 how many words are there that show things happening in the past?

Reflection: PACT is a really useful tool to make OTJs. It is also helpful to ensure that you are looking at all aspects of a curriculum area when making OTJs and therefore ensure that you teach those specific aspects throughout the year.

Kahui Ako- 11 March 2021

MLC PD 4 March

 We began the day with a warm up:

• Favourite numbers: compare and contrast.
• Greater than/less than
• Single/double digit numbers
• increase use of maths vocab
• include 3 digit numbers as a way of assessing (reading 3 dig numbers)

And explored some dice activities:

• 2 dice problem- with addition for junior students. Roll number and use equipment to make: groups, tens frames etc, PV equipment (intro to mult/div, PV)
• 2 dice multiplication- write as many as you know- affirms double and halving
• 6 sided dice problem- opposite sides equal 7.  "If you have 3 on one side what is on the other?"

Helen Teal from NZMA shared PD opportunties for me to share with staff

• Algebra Yr 5-10 (25th March or Sat 13th March)
• Outreach: Maori students with promise Yr 7-10
• Scholarship for 27th March- Auckland

Useful resources:

• Sort the street- nrich
• Reminder: modelling problem solving Biscuit decorations
• Notice and Wonder prompts- reflecting on Iris
• NZ maths- picture books
• Equipment- Diane will provide list.
• Manipulatives (e.g numbers as shapes)
• multiplicity lab
• https://www.boromi.co.uk/
• App: stick and split

Ratios: must be multiplicative to think in Ratios and Porportions, this is where we start in the Junior school

MK Principal/LT meeting: 30 Oct

 MK Principal/LT meeting.

Joanne reporting back on Wananga Woolf Fisher Research Summary from all the Regions

Link to Overall presentation: 

Dominant themes from Surveys

Link to dominant themes from Academic & Class Obs Data  WFRC

Reading focus for 2021 waiting on end of year data to plan this. Early year progress to good flattens out as students move through the levels. Students not retaining practice of skills. Possible need for deliberate teaching acts of effective literacy practices e.g sentences structures. HLP in jr classes that are effective.  E.g Oral rich programs, play based learning. Explicit links to reading and writing strategies. Multi opportunities to discuss text with peers, planned opportunities, large range of texts available .

This made me reflect on some of the reading/literacy programmes in senior classes: Mark (Novel Studies) Rob (talk to write) could be things that we may need to share in the senior school.

Reading texts seen in the online obs:

Text reflect dominant cultures.

Mirror text: reflect your word

Window text: see the rest of the world

Need to balance both

Purpose and audience- lacking from planning as well as language features.

No evidence of metacognition- thinking about one's thinking

Blog posts evident of lower level thinking

HLP evident in planning but room for improvement- discussion time.

More agency needed in types of tasks rather than just time.

Where to for 2021? (Nationally)

High level thinking- metacognition, self regulation/agency, revise basic literary skills

Planned exposure to diverse text types

Deliberately teaching audience and purpose

Blog posts: more inclusive high order thinking.

Digital Learning Objects- MK lead teacher meeting 18/9

Maniakilani Meeting 18/9
Student Design for Learning Presenter: Dr Naomi Rosedale
In this presentation we looked at what was a DLO.

I now understand that it is not just a digital presentation of a child's learning but to think of it as a student created teaching tool. It is something to learn from and it is rewindable. Students to be the experts.

There has been a big reliance on Google Slides as DLOs thus far. Often teacher templates are used. 

It would be more engaging and meaningful if students had more agency in what/how they shared their learning. Often they will create objects with learners in mind which are more powerful than teacher created templates.

To ensure that the DLO's are quality think about:

developing a S/C 

It is important to ensure that students understand the purpose of their DLO, why are they creating it? They need to think about their purpose and audience.

A takeaway for me it to think about developing a pedagogy within the class/school where DLO are respected and students understand the use of them. If they become comfortable recording themselves and blogging these could be powerful learning tools.

It would be great to develop this within our syndicate. I think it could marry well with our moderation/Pact focus for digital examples. They will provide valuable examples for our digital reports as well.

Deb from Paparore School mentioned doing a "Blogging Blitz" on Fridays where students can look at other classes blogs, might be something our syndicate could think about. This would develop students fluency in how to present in a variety of ways as they would see ideas from other students.

Target Students- Action Plan for term 4

 After our syndicate meeting today I am setting myself some goal to meet my students needs in term 4.

The focus for my target students will be reading.

I plan to:

• ask these students the reflecting questions about their reading.
• update their running records
• ensure they are reading daily with teacher aide (where possible)
• include target student in planning