60 months

From Children’s Language Development from 6 months to 8 years http://www.earlyyearscareers.com/eyc/learning-and-development/childrens-language-development-6-months-8-years/ Some teaching points? Can the children in my target group do these highlighted things? Can use many descriptive words spontaneously (both adjectives and adverbs) *Knows common opposites: big-little, hard-soft, heave-light, etc *Able to count to ten *Speech should be completely intelligible *Should have all vowels and the following consonants; m,p,b,h,w,k,g,t,d,n,ng,y *Should be able to repeat sentences (containing up to 9 words) *Should be able to define common objects in terms of use (hat, shoe, chair) *Should be able to follow three commands given without interruptions *Should understand and use simple concepts of time such as ‘morning’, ‘afternoon’, ‘night’, ‘later’, ‘after’, ‘tomorrow’, ‘yesterday’ and ‘soon’ *Should be using long sentences and some complex sentences *Speech on the whole, should be grammatically correct

6 years

*In addition to the above consonants these should be mastered: f, v, sh, zh, th, *Speech should be completely intelligible *Should be able to tell a story connected to a picture, seeing relationships between objects and experiences

Marzano's Academic Language

Can I simplify the Marzano steps to learning new vocab so that we can use it in class

Academic Language:

Introducing topic vocabulary - to coincide with Wa Kitea

Theme: Performance, activities include:

• Making puppets
• Puppet theatre
• Play Big Book (The Ant and the Grasshoppers)
• Dress ups
• Ipads - making videos of performances

Vocab introduction (brainstorm and general discussion around meaning)

Choose vocab to focus on - Audience

Tell your partner what the word audience means?

Think, Pair, Share (use talk moves language - do you agree? Can you add to that for me?

Draw what the word Audience means to you…

Repeat steps 2 and 3 for another word -  script

Use the words in conversations, writing, descriptions

Words become a part of our vocab

“I enjoyed it when the audience watched our performance” Lilly

“I could see that the people on stage were using a script” Danny

CRP Cultural Resonsiveness

CRP presentation

Thinkings:

What an awesome day lots of great questions and really made me question my own practice

On the Surface Practice VS Real Cultural Responsiveness

I think we are all good at doing the things that are on the surface - saying the words and singing the songs. But there is so much more to consider and in considering this think about how our actions involve or push away our maori families. What it really left me thinking is:

Are there things that I could be doing in my classroom that fit well within Maori culture that would make a difference to ALL of my learners?

- Being respectful of where we have come from - our whakapapa. As a New Zealander this is really important to me but how can I include the whakapapa of the families in our classroom?

- The idea that the village raises the child. So how can I include my whanau more in the things that we do in class? How can I make sure everyone especially my Maori parents feel good about coming into class and being a part of our learning?

- How can I use Maori language in a way that it just becomes a part of what we do and how we talk? And does that result in better outcomes?

Using a theme in Wa Kitea

Presentation

Challenges

• Making sure that themes don’t get too arts and craftsy
• Finding activities that are not too over the top and too expensive to maintain

Positives

• More focused, excited groups
• Oral language is more focussed around a theme and extended through thinking about different ideas
• Not getting the same outcomes each week
• More parent involvement
• Can include topic areas that often find hard to fit in - science,technology
• Great for writing - gives them something exciting to write about

Effective Maths PD

24 May

Effective maths

Focus place value

Forwards backwards 1 10 100… crown with these on head  1 2 3 4 (+10) 15 25… (-10).... 35 25…

Using a 100 chart to visualise

Effective pedagogy in maths (pink book??)

After the game/warm up.. Using this time to think and to use… why are we doing this??

Number knowledge:

Basic facts

Place value

Forwards backwards

Number identity

Strategy:

Add sub’

mult div

Fract prop

PLENARY!

Make time for reflecting at the end...

Using digital tools up on projector

Whole class

10 whole warm up

30 Work out:  groups..

20 plenary

Or

Flexible groups

10 Warm up

45 groups / 1 teacher 2 independent 3 independent… (2) sessions

5 min warm down

Why warm up??

Engage / Fill gaps / Front load / connections / integration / re-visit other lessons

Using language…

Do they know the right language? Do I know the right language to their level?

Getting them to notice and discuss  numbers what is the odd one out?? T / F

MATHS STARTERS!! On web site link being sent to us

Interactive 100 board

Guess the counters in the cup… estimation…

Expectations?

What can they do now?

What do they find difficult?

Misconceptions might they have?

Nz maths  / curriculum elaborations (choose your level)

Achieve content ( will give you the basic)

Support resources

Cards / ordering numbers   1st card biggest wins...

How clear do you have their learning goals??

Having the big learning goal… out visually to see…

Staff meeting Tuesday 16/05/17

Maths Testing

Testing needs to be ongoing - as you teach a unit of work with a group you can test that module and add that information on to Edge

- I have tested 2 modules but I have not put them onto edge - need to do more testing. This links well to the work that I have been doing with Susan with the groups

- some modules will not be done until later in the year when we do some of the other maths areas


website with some help on how to take the test and what each level looks like

http://www2.nzmaths.co.nz/Numeracy/ONPD/Intro/01.aspx

I also found this one which makes it easy to find activities for stages 1-4 
https://nzmaths.co.nz/number-knowledge-lessons

I really like this one as I think the activities are set out really easily - I just think I need to go back now and do more testing so that I can see where more of the gaps are


Reading Testing

Watched PM testing video on a level 11. The sequence of this test was different to what I have been doing - useful training before next week.

I have been doing too much of a read through giving them information about the text. Whereas in the video they were only looking at the cover and talking it through. Then the student is to read the book through to themselves and retell the story - I have not been doing this stage so it is something that I have learnt. We talked a lot about what to record of their retell and I like the idea of taking some notes for each one instead of writing down every word. Then they read you the story.

As with most of these things we all saw the way the teacher was doing the running record differently

But it has made me see that i need to change a few things in the way I am taking the test so that I am consistent with the rest of the team.

Maths observation and follow ups

https://docs.google.com/document/d/1fkENRX_2MrppQTI3Bm9pDY4XvieCwNvxY2DKIM2yq04/edit?ts=5914af4b

This was a good exercise but I wanted Susan to see more that I have been finding hard - so we talked through using more of the assessment and how my groups might change more frequently to fill in small gaps for different students

Going forward it does  give me more confidence that I am on the right track with my maths programme. Using the new task boards has meant greater independence during Maths time and it was great that Susan reinforced that these are on the right track

Talk Moves - video

https://www.teachingchannel.org/videos/student-participation-strategy

love the revising idea - permission to change your mind. When you are confronted with new information you should change your thinking

Also love the I'm thinking the same as you symbol that the class were doing to eachother


This one has the turn and talk added in and I really like that as an added dimention

Staff Meeting Maths and Reading

Linda Maths, Vanessa Reading

Video Jill Eggleton, about guided reading re-affirmed what I am doing for guided reading. Raised questions about how many groups we see on a day. Done as the video you cannot see each group every day (some people see this as essential) I am seeing the improvement that I want to see as I am doing it. Brings into light the need for quality independent activities.

Linda's maths was not at our level but some good sites to visit for the kids.

Teacher Inquiry

Reading - Inquiry Learning Networks and Spiral of Inquiry

Article provides a framework for teacher inquiry and gives an outline for why collaborative approach to teacher inquiry is important.

A framework for changing the experience of learners through new learning and new actions

The cycle involves six stages some of which I think have been done when we look towards our Inquiry this year. 
- scanning
- focusing
- developing a hunch 
- Engaging in new professional learning
- Taking new action
- Checking that a big enough difference has been made, and then re-engaging to consider what is next.

As I consider this towards my Inquiry into Wa Kitea I think I need to consider the first three steps as they were done last year and  into the lead up to starting play based learning - what can I measure as the need to bring in play based learning? How can I use the data that I have to show that Wa Kitea has made a difference in their learning?


I know that Susan is doing a lot of study on Play Based learning so looking forward I will need my own plan towards my new professional learning

How will I show that I have made a difference and show it by obtaining valued outcomes for learners?

Wa Kitea - Learning through Play

At the beginning of this journey we were running 1.5hours of free play. We introduced planners and sharers and the whole make up of the session is changing.

As of Week 6 Term 1 this is what we are trying to do...

1 hour of focused Wa Kitea time first thing in the morning.

Planners and Sharers sit in a group on the mat and plan what they are going to make/do before going off and picking up resources - means the planner gets help with the planning rather then being left to do it by themselves

Wa Kitea has a theme for the week - "monsters" or "pirates" this gives the children more focus and they are excited about building something for a reason.

These photos show a group working on their 'monster' one is sorting the chalk the others are creating their creture