Saturday, 27 August 2016
Wednesday, 24 August 2016
ConnectEd session August
Collaborative Planning Session
For the first session at our ConnectED session I decided to attend the Collaborative Planning session. I really wanted to hear what others do in, and what they use for planning. We currently plan collaboratively for our big idea planning and our unit plan for mathematics, but wondered when others are planning in a team, what does that actually look like? I have visions of teachers either working in an online doc or site planning together based on their learners needs and then linking off to other docs as they get more into the detail of what they are teaching.
It was great to hear from Mike who shared what they are doing down in Nga Whatakauri as I haven't really had the chance to talk to the three of them about how they run their classroom programme down there. It sounds like it is full on for them, and most of the day is dedicated to reading, writing, and maths. He also said there isn't much time for things such as the big idea focus, sports or game time. After listening to others share and discussing in the circle, he concluded that he felt the three of them could be collaborative better as at the moment they are still doing separate reading, writing and maths planning for groups and that it still took such a long time for planning each week.
A teacher explained that she went through a similar 'panic' about how to plan when her and a colleague went to an open plan room - 44 Yr5 and 6 pupils. She couldn't find anything she liked much, despite trawling the internet, so she created my own Google Sheets planning template. This looks like a regular timetable but uses hyperlinks to the curriculum and other online content, and to her own Google Docs. She also shares the relevant weekly plan with the class, via their email so they an access the links themselves. Seems to be working well. She is wondering how next year will work though as they are going from 2 teachers to 4 next year, as she thought the larger the amount of students and teachers the more difficult she thinks it might be. She also commented on the importance of having a great relationship with the colleagues you are working with the open plan environment in order for it to work.
After the session, I did a little bit of searching online to find other examples of what other teachers are doing in terms of collaborative planning with others and found this site which contains a range of resources and examples from other teachers and how they plan:
https://docs.google.com/a/core-ed.ac.nz/presentation/d/1Q7isbPcO8_V8_Cm8vrZLqRKKvTbBSCqA5E5Rk6SVvg0/edit#slide=id.g486d3ebd0_099
For the first session at our ConnectED session I decided to attend the Collaborative Planning session. I really wanted to hear what others do in, and what they use for planning. We currently plan collaboratively for our big idea planning and our unit plan for mathematics, but wondered when others are planning in a team, what does that actually look like? I have visions of teachers either working in an online doc or site planning together based on their learners needs and then linking off to other docs as they get more into the detail of what they are teaching.
It was great to hear from Mike who shared what they are doing down in Nga Whatakauri as I haven't really had the chance to talk to the three of them about how they run their classroom programme down there. It sounds like it is full on for them, and most of the day is dedicated to reading, writing, and maths. He also said there isn't much time for things such as the big idea focus, sports or game time. After listening to others share and discussing in the circle, he concluded that he felt the three of them could be collaborative better as at the moment they are still doing separate reading, writing and maths planning for groups and that it still took such a long time for planning each week.
A teacher explained that she went through a similar 'panic' about how to plan when her and a colleague went to an open plan room - 44 Yr5 and 6 pupils. She couldn't find anything she liked much, despite trawling the internet, so she created my own Google Sheets planning template. This looks like a regular timetable but uses hyperlinks to the curriculum and other online content, and to her own Google Docs. She also shares the relevant weekly plan with the class, via their email so they an access the links themselves. Seems to be working well. She is wondering how next year will work though as they are going from 2 teachers to 4 next year, as she thought the larger the amount of students and teachers the more difficult she thinks it might be. She also commented on the importance of having a great relationship with the colleagues you are working with the open plan environment in order for it to work.
After the session, I did a little bit of searching online to find other examples of what other teachers are doing in terms of collaborative planning with others and found this site which contains a range of resources and examples from other teachers and how they plan:
https://docs.google.com/a/core-ed.ac.nz/presentation/d/1Q7isbPcO8_V8_Cm8vrZLqRKKvTbBSCqA5E5Rk6SVvg0/edit#slide=id.g486d3ebd0_099
Friday, 5 August 2016
Planning Check Principal August 2016
Recently I had our school principal came into my room to do a planning check. I provided her with my planning for reading, writing, and maths as well as my weekly planning. I also provided her with my assessment records and things such as students learning logs which showed evidence of students self and peer assessment etc. I was pleased with the comments that Myra provided afterwards both verbally and in her note below.
Links to the registered teacher criteria
Links to the registered teacher criteria
- Criteria 6 conceptualise, plan and implement an appropriate learning programme
- Criteria 8 demonstrate in practice their knowledge and understanding of how Äkonga learn
- Criteria 11. analyse and appropriately use assessment information, which has been gathered formally and informally
Wednesday, 3 August 2016
Sheena Cameron - Vivid Vocabulary for Improving Reading and Writing
Top Score Activity
Given a category and think of the word that will give the most points.
E.g. Plants - Venus fly trap
The amount of words a child knows on school entry predicts their long term reading achievement
A comprehensive vocab program
1. Building and foster word consciousness
2. Teach word learning strategies
3. Teach individual words
4. Plan for and encourage independent reading.
Word consciousness
Adopt a word
Given a category and think of the word that will give the most points.
E.g. Plants - Venus fly trap
The amount of words a child knows on school entry predicts their long term reading achievement
A comprehensive vocab program
1. Building and foster word consciousness
2. Teach word learning strategies
3. Teach individual words
4. Plan for and encourage independent reading.
Word consciousness
Adopt a word
- Working in a small group with a word - adopt a word for a period of time - 3 weeks
- Could be a topic specific word or tier 2 words - long term use word (Tier 2 word list in resource)
- Sheena Cameron website - child friend academic word list
- Students choose a word
- Diorama to introduce the word
- presentation to explain their word
- make a advertisement using drama
- word jar
- Vocab charades with the word jar
- Fridge word - oral language book (home learning task)
Great website: wordplays.com
How many words you can make out of a given word - great spelling task for top kids
QR codes link to word play sites within the oral language book.
Words as an image - Ji Lee - not safe to show the class
Website that shows a whole bunch of different words as images
Students create an image using a give word for them.
Kinetic typography - inspire o.k to show a class
Playing with Words
Monkey Business by Wallace Edwards
Great book for idioms
Runny Babbit By shel silverstein
Wuzzles - wordsandnotesandcords.blogspot.co.nz
Finding unknown words
- Reading resource - 20 most common prefixes and suffixes
- oral language book - looking at Greek and latin orgin of words eg 'logy' zooology, arceology eg.
Stop the bus
Bored panda - dangerous journeys to school
Verb Adverb Adjective
Balancing Bravely
S
T
Teach individual Words
Tier words are the most important to learn
1.Read the word within the text, emphasizing a new word
2. students say the word
3. provide student friend;y definition
4. explain the meaning to a partner
5. repeat the word
Explain the word don't get them to guess all the time.
Dictionary definitions 63% of sentences were judge to be odd. (Miller and Gildea 1985)
Visuwords website - visual dictionary
Word hippo - online dictionary
Planned and incidental word teaching
- Student friendly definition with words that we come across in the shared story
Planned
- Get students to identify tricky words
- Teacher identifies 4 words and complete table
- word match - match word with definition
- Define it from oral language book
- Partner idea - 'piercing' student reads out the meaning
- Students copy the word
- teacher explains meaning
- students take notes and draw a picture
- students make up a sentence using the new word
Incorporating new vocabulary into writing
Aim to regularly teach a new word in a writing lesson
Can you include 'menacing' in your moment in time
Tweet the meaning
- Can you write the definition using only 140 characters?
- Meet with a partner and combine the definition
- Meet as a 4 and come up with a combined definition
Word sorts
- Open word sorts - beginning of the unit, give the words and get the students to sort them into groups they think they go to.
- Closed word sorts 4 columns - 6 words in each columns
Brainstorm it - sort it - from oral language book
Three level thinking frame
- Understanding information
- Digging Deeper
- New Understanding
Highlight unknown words and where meaning breaks down for them. - Word Consciousness
Bring words to life 2nd edition - Isabel L Beck
Teaching Vocabulary in all Classes
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