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.