Manaiakalani WFRC presention

Phonics Observation

Observation- 1st March 2019

Lesson being observed	Notes	Questions/Thoughts
- Phonics with year 1 new entrant students. Started with sound at the end of the word (AT). Teacher- Petrina Yuretich	- Introduce the puppet being used to the class before beginning the lesson. - Show pictures that represent the word and say the end of the word wrong, get kids to correct and say what the last sound is. - Rhyming with the robot breaking up the word to each sound. - when kids are writing the letters make sure this is done right- model on the board if the need it and have the words there to help the first couple of times Spend only about 10-15 mins doing this- too long and it won’t be purposeful anymore.	What will be the way for me to do this in my classroom? Time of day that is best suited? What will the rest of the class do? Vicky to work with higher group to reinforce the letter sounds? Where are the kids at from last year?

Alison Davies- Reading comprehension

TOD-

Reading comprehension:

Readings from book chapter 1 and 2.

Knowledge of text structure helps navigate the comprehension- teaching what to do when students get stuck- learning how to integrate strategies.

Focus on acceleration

New NAGS show progress and achievement- looking at progression and reporting on that. Range of high quality assessment tools.

Still anniversary for 1-3.

What are we going to do differently to get/keep kids in the trajectory.

If kids are not at where they need to be- need to revisit what we are doing.

What problems have the kids got and what am I going to do about it?

When trialing go for about 5 weeks- if it doesn’t work stop and change.

Rapid cycles of inquiry- a series of fast quick cycles to find out what practices we can adapt that works for the kids.

Progression and acceleration- are a huge focus.

Agency is power and control over learning- do they have this?

Formative assessment helps to unpack and understand learning.

Key ideas-

• Teach strategies that are known, used(why, when, how), selected and combined by good readers- kids to control and use them. Strategy movement. Explain, demonstrate (think aloud, peer assessing) and teach it back- practice, maintenance- use them accurately when they don’t know meaning. Good readers chart to use reading across the curriculum.
• Using strong metacognitively (Knowing their learning)  rich approaches within our teaching.
• Ensuring accessibility to text- shared reading- above their level and giving them access to something they would never have had before , supporting kids to do well, variety- not one size fits all.
• Activating and building prior knowledge- if you know about what you are reading you have a connection straight away- scaffold.
• Selecting and combining the most appropriate teaching approach and tasks to meet and extend ability.
• Active engagement from learners.
• 
  

How do we get to know what is going on for the students- what is going on inside their heads.

Don’t let the kids get into a pattern- change it up. Shared book doesn’t have to be for a week.

Motivation, engagement and self efficacy (how do I feel about the task) are the glue. Students can choose their books- select 5 and then give them a choice of 3 (creating interest). Attitude is harder- students need to love it, self concept. Task design and breaking down the task. Creating value- what are the learning benefits and having goals- goal making and goal reaching, need to have a way to get there.

What is a strategy- how do we explain what a strategy?

This is like…

This is when...

Can use these to help kids to understand words- can they give an example of the word.

Ways to figure and solve a problem. Can use it automatically (quickly).

Knowing the ‘’tools’’ to use.

Know what the problem is and what tools to use to solve the problem- right tool on the right problem. What order do we use?

Need to know-

• Name of the strategy- that it exists.
• What it ‘looks’ like
• How to use it
• Does it need more than one strategy? Which order so you use it in?

Decoding, Vocab, Fluency strategies- build on these to help kids understand and use them.

Sentence level and sentence comprehension.

Continuous text-

Within a paragraph- looking within it

Between paragraph- how do they connect- one idea developing into the next idea

Across paragraph- inference, purpose, analysis, synthesis and evaluation.

Picking up clues along the way to find out information- it does not explicitly say something

Non- continuous-

Graphs tables, photos and captions and diagrams- analysing, discussing the visual text. Purpose- usually clarifies what is in the text or add new ideas. Need to know the visuals- what information are they learning from the picture- assign a picture and come up with two facts for the picture.

Must address the strategies several times- must have decoding, fluency and vocab every level and have a maintenance program. Must teach syllables- top spelling strategy- kids need to say it out aloud several- how many syllables do I hear? Try the word but put the syllable lines in.

Prefixes and suffixes- 20 most commonly known.

Pre before and then root word and suffix at the end. Prefixes have meaning- if kids know what they mean they will be good. Can we see a base/root word- need to learn this because it is the tricky part- then they will know the family of them.

Don’t teach via a worksheet- not exciting and kids usually go through them fast.

Making worksheets with kids or kids make their own for each other.

Comprehension strategies- using them in combination

Prior knowledge- preparing kids to make sense of the text. Give them activities the link to their prior knowledge, what they know about the text is formative assessment for me.

Students should do a prior knowledge building activity-

Decoding- word knowledge

Vocab building

Fluency- accurately with comprehension

The second read is where you get into note taking- if they have content knowledge note taking will be good.

Comprehension- new, content related practice past strategies.

Making connections to prior knowledge- kid friendly definition.

Prior knowledge- what we already know about something, thinking about what we already know.

Sharing and thinking about what we already know.

Scaffolds- another text i have read about this taught me… (Sentence starters and prompts).

An experience I have had like this… Creating oral discussion around prior knowledge.

Value of getting kid friendly definitions back means that they will understand it and it will stick.

Prior knowledge when you are reading- making connections all the way along while reading. Helps you monitor if you are on the right track or not (self monitoring).

Before reading the text:

Activities- these activities tend to be generic.

Traffic light green, orange red

Mind maps

Grid- before, during and after- can have before as a blank.

Synonym grid- similar to the grid- if you cannot sketch a word you don’t know what it looks like- justify the sketch- why?

Word investigations- give the kids one or two words to find out about the word- present back a slide or two on it (good for inquiry).  

If the words have tricky spelling- decoding follow up.

K- what do we know. V- vocab we know already- can be on own, groups, teacher scroll.

Can extend to vocab learned and content learned- note taking. Can use this as a vocab follow up activity. Oral retell.

Previewing the text- put in the features of the text you are reading. Eventually the kids will do this.

Features:	What I discovered	What we predict about what we will read- in the rest of the story

Anticipatory guides-

Think before Agree or disagree	Statements- Write truths and false about the text topic	Think after Agree or disagree
	Eg- Everyone has Asthma

In the picture/diagram I can see…

I already know…

A question I have before reading is….

Add a like in the middle and they can do more than one picture in the text.

What makes learning stick- linking to prior knowledge before.

Reading- Co planning and teaching

Vision Co-planning and Co-teaching - Guided Reading


Teacher Name: Lauren Date: 15th/16th May


Colleague Observing: Natasha Gunson

Plan to read with a group of students including at least 2 focus students


Our agreed protocol (key points) BEFORE co teaching takes place.


Teacher inquiry/ goal/ next steps-

Reading focus

Decoding


Retell


Asking and answering questions


Making connections


Vocab strategies


Predict and repredict


Inference


Visualisation


Paraphrasing


Summarising



To negotiate






Learner Needs to be addressed in this session


Sivaan, Zaijan (Y4), Eason, Alvin and James - Reading Recovery (Turquoise) Children in this group also attend ESOL and MST. Their decoding skills are okay.


Strategies and Approaches e.g. Shared reading, Guided reading …...to be used to address learner needs


Learning Intention and Success Criteria


WALT Ask and answer questions when we read

SC Our question will start with a 5w


Our question will be related to the story and/or to what we already know


Find proof of my answer within the text


Prior Knowledge


Vocabulary


Challenges


Metal


Protect


Apron


Coal


Chunks purpose and prompt


Read to find out...


Possible follow up activities


Teacher to do- teacher to led the lesson with facilitator jumping in to support


Facilitator to do- Here you can identify a particular part of the lesson you may want the facilitator to lead – you do not need to fill this in if you do not have a particular part in mind.


Lauren will do her vocabulary activity - Helen to add to this/jump in when needed.

Why do we need to know to ask and answer questions (page 77 - Building Comprehension Strategies) Make note of it in our modelling book - ‘Learning to ask and answer questions is important because…


Lauren to model a ‘think aloud’


The children break into teams. Given a part of a text. Each team will develop a question. Ask their question to the group - other group members to find it. Find the proof in the text.

End - refer back to ‘Learning to ask and answer questions is important because…’


Co-teaching Reflection


What did we notice?
What would we change? / Why?
What would we keep doing? / Why?

What did we notice? calm , caring approach to teaching
Using questions to prompt their thinking
Linking knowledge from one context to another e.g. 5 w’s and a h in writing


What would we change? Why?
Start with writing questions based on what is in the text - what they can find from the text
Set the scene - of the expectation that reading involves ‘ thinking’
Change the group

What would we keep doing ? Why?
Keep come back to the LI and SC frequently and add to this as their knowledge grows
Praise/celebrate the ‘thinking’ that is occurring in the lesson
Co-construct the LI and SC
Linking to prior knowledge
Vocab activity

Where to next for Target group?
Continue to work together with asking and answering questions. Once they have an understanding about this they can break away into pairs to ask their own questions.
The next reading focus could lead into retell and paraphrasing.

Where to next for my own PCK?
Keep referring to Reading comprehension strategies book
Co teaching Reflection

What worked well in this model? What can be done better? What else?
Planning the lesson together worked well because we were able to decide who would do what and we both knew what to expect.
It was good to have both Natasha and Helen their as they both noticed different things.

New Zealand Teaching Standards

Standard 1

Te Tiriti o Waitangi PartnershipDemonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.

Standard 2

Professional LearningUse inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning-focused collegial discussions.

Standard 3

Professional Relationships

Establish and maintain professional relationships and behaviours focused on the learning and well being of each learner.

• Engage in reciprocal, collaborative learning-focused relationships with: - learners, family and whānau - teaching colleagues, support staff and other professionals - agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.

Standard 4

Learning-focused Culture

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued. 
• Meet relevant regulatory, statutory and professional requirements.

Standard 5

Design for Learning

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. 
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. 
• Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. 
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. 
• Design learning informed by national policies and priorities.

Standard 6

Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. 
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. 
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. 
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning. 
• Teach in ways which enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning. 
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning