Manaiakalani Cluster Mtg

MK data: use this data to support our class program

Session 1- 

What can we do to make an impact: 

Reading with intent has 3 different levels: 

We are TMP02:

Examples of T-shapes literacy in jnr and snr school. 

-linking texts can be through characters, friendships, an overall unified theme. 

Are we choosing diverse texts that are culturally responsive to our learners?

Selecting texts for our learners- are our students feeling connected to the texts we are selecting, do they see themselves within a text/feeling worthy because they are represented in a text, but still opens up their imagination. Think about the multiple personalities students have. 

Questioning: 

Literal questions is good, need to work on open ended questions a bit more, extended discussion (not lead by teacher) needs improvement. 

Need to plan the high order questions otherwise they won't get asked/discussed - this needs to be purposeful. 

Difference between discussion and questioning- 

Extended discussion - needs to go around the children not back and forward to the teacher. Teaching the children to have these discussions and to listen to each other so they can add to the discussions. 

Students have a discussion example:  https://www.youtube.com/watch?v=2ADAY9AQm54 

There will be a big push on critical literacy: 

More choice for create within a reading programme- 

Increase student engagement:

Sharing learning- we need to increase how much our students get to share - blogging needs to connect to reading create tasks more, this can also be more in person sharing.

Readings of interest:

Almarode, J., Hattie, J., Fisher, D., & Frey, N. (2021). Rebounding and reinvesting. Where the evidence points for accelerating learning. A GOLD paper. Thousand Oaks, CA: Corwin. Retrieved from: https://us.corwin.com/ en-us/nam/white-paper-reinvesting-and-rebounding

Text analysis and finding evidence in text:https://nmssa.otago.ac.nz/insights/INSIGHTS_English_Making_Meaning_2019.pdf

Multimodal text and critical literacy:https://nmssa.otago.ac.nz/insights/INSIGHTS_English_Multimodal_2019.pdf

Oracy in the Classroom:https://www.youtube.com/watch?v=2ADAY9AQm54

Disciplinary Literacy:https://c3teachers.org/wp-content/uploads/2016/09/Shanahan_Shanahan.pdf 

Session 2- 

Manaiakalani innovative teachers presentations:

Using Mote on google slides to explain what they need to do. 

https://sarahtuiapb.blogspot.com/search/label/MIT2021

http://rebeccahenderson6.blogspot.com/search/label/MIT2021

Session 3- 

Goals for 2022 Te Hiku Cluster: 

Home Learning Site 2021

In term 3 of 2021 we went into a very sudden Level 4 lockdown. 

During this time we had to teach online and have learning accessible through our class site for all of our students. 

Home Learning 2021

On this site there were learning activities for reading, writing, maths, health and PE, art and inquiry. Students had access to all the learning and could chose what tasks they wanted to do. They could then share their learning on their blogs or via email to me. 

Students were able to use their devices from school during this time and any students that were unable to use a device at home were given hard packs with a variety of learning activities in them made by their teacher. 

Reflection of home learning:

Students really enjoyed the online sessions and liked to catch up. Most of the students that were on the online meets were sharing there learning back to me. Students loved seeing comments on their blogs by others so this was added as a CAN DO task. The half an hour online meet time was more than enough time for the children. We go to do 2-3 activities every time we met online. The kids really enjoyed doing Kahoot quizzes which was really fun. I would continue with this same layout if we went into lockdown again as it really worked for the children that were online.  

Ngati Kahu Test 1

 

Ngati Kahu Lesson Plan for He Whakaputanga and Te Tiriti o Waitangi

 

T- Shaped literacy PD

 T- Shaped Literacy
We want wide literacy programs at school. 

Reading to- teacher to class

Shared reading - above the level that they know

Buddy reading - with someone in the class

Independent reading- SSR

Text sets- layer them on top of each other.

We want to:

Build vocab

maintain decoding 

local inference

maintain focus on big ideas

Teach for independence

Use a simpler text

Complimentary text

competing texts

How could this work in the junior school. 

What are the themes of these books be- look for the big idea in the books. 

What do the books teach us as a set that they didn't when they were alone?

Use the NZC to find the provocation.  

When linking to prior knowledge think about the theme. 

Come to the new text armed with thinking. 

Introduce the book by saying this is the book about and link it to the theme of the book. 

Developing an effective writing programme- Sheena Cameron & Louise Dempsey.

 Sheena Cameron & Louise Dempsey - Far North REAP

Using Lipograms- write a sentence missing one letter from the alphabet. Using a visual aid is good for this so kids have something to look at. 

Panogram- write a sentence using all the letters of the alphabet. 

Purpose & Audience:
- Structure remains the same, language features / what we add is what changes. 

- Can be good to make a 

Have a coverage list for writing- make it fit where it will work best. Don't start them to early. Level 2 ready to learn more about the text structure.

Add variety do some fun stuff - quick writes. 

Do less and do it well- not about the quantity it is about the quality.

Sequence for writing:

- Lesson introduction (15mins) 

- Independent Writing (guided) (20 mins) this can sometimes take to long. Guide one group. Still roam and to check ins.   

- Lesson Wrap-up (this is often forgotten about). Need to stop and check in with the lesson. How did it go for the kids. (10mins). 

Break writing into chunks, don't give it all to them on day 1. 

Generating Ideas for writing- curriculum, activating memories, shared experiences. 

- Can use the go pro youtube channel. 

Kids can take notes while they are watching something. (Pygmy Seahorse Video). 

Stopping and starting the video while they are note taking. Not taking in a pair/with a buddy. Telling them what notes they should have from the part they were watching. Prompting is really important when doing this.  Get them to identify their best note. 

Drama can be very powerful when writing- adding in the language that you want them to use when they are writing. Can be a lot more ready to write after they have moved around. Motivate the kids with an idea of writing. 

Talk topic:

Would you rather? Talk to a buddy and share an idea. 

Give students the opportunity to write about what they want to write about. 

Lots of websites to get ideas. 

Lesson introductions: 

Agree and unpack the criteria. Make the intro interactive not just you talking to them. Give them something to use during this time- could be their word card (keep them as active learners). 

Clear criteria and challenge- they don't need to write it down.

-Visual- pictures

-Memorable - 3 is enough too many and they won't remember, they can have the some success criteria over the same week. 

-Measurable- need to be able to find that they have done it in their writing. 

Circle the words from the word card. Louise talked about how important it is for kids to look back in their books to see how they did. 

Short sentences, medium and long- mix it up to make it more exciting. 

5 minutes of modelling is just right- this could be 1/2 sentences- can be a little but from you and then they help you. Don’t have to model to all the kids all the time. 

Partner checks- someone has listened to your writing.

1/3- teacher

1/3- self

1/3- peer

Can make individual timetable for students that may need it. 

- students that always come to the teacher

- students that need extra support

Self-checks:

Read your own writing in a quiet voice, can you find 3 mistakes?

Make the self check something that your kids aren't doing eg full stops. 

Use a highlighter for what the students did well. 

Partner checks:

Give positive feedback to their buddy first. Sheena talked about creating the positive classroom culture first. 

Can use the 2 stars 1 wish idea for this. Keep it simple -what do you like and why "I like because..."  Need to find the stars before we can talk about the wish. 

Lesson wrap ups- very formative for you and makes sure you don't have to go through all the books at the end of writing. 

Can use this time to model what you want the students to do.

This also gives a finish time to writing and can prompt kids to finish/have some writing to review. 

Can review the SC during this time. 

Someones writing is used as the exemplar for the check. 

Sharing circle- share 1 sentence, a few words from their writing. 

Planning ideas:

Organising ideas-

• Discussion
• List or notes
• Criteria - this can be enough for them to follow. 
• Talking frames
• Picture plans- say it, write it, check it. 
• Brainstorms
• Symbols
• T charts / Y charts
• Planning sheets - take your time with these and we don't need to have them every time we write.

Mini lessons:

What could everyone benefit from doing.

Punctuation mime. 

Sentences:

Complex sentences-

Compound- 

My goal:

Teach students how to self check their own writing- model what we need to do. 

Teacher symposium 2021

Break out 1- Monika Kern

Integrating the digital curriculum 

Digital technology curriculum

Make sure we are doing this across all learning areas. 

Mathematics PLD

Slide link 

Find little pink book for maths- effective pedagogy in mathematics.

Maths is about critical thinking, making mistakes and taking risks. 

How to be a good group member- could record this to show the kids.

Questioning is really important.

TIP chart- term, information, picture. 

Who doesn't belong link - site for who doesn't belong questions. 

Talk moves and using wait time. 

Maths eyes- http://ntimages.weebly.com/