Scanning-
What is going on for your learners?
What’s going on for our learners?
How do we know?
(link your mindmap)
Class - Taonga
Teacher - Lauren
Date - 28.5.19 Term 2 2019
Big Question - How can I provide a classroom environment where my low level learners can contribute to class discussions in a critical way?
Focusing
Where will our energy be better focussed?
How will we check with learners that we are on the right track?
What changes would we like to see?
Enjoyment of reading and classroom reading program as a whole class. Focussing on three kids that are below and not enjoying reading.
Come to school, excited and don’t cause trouble in reading and I enjoy teaching these kids reading, reading more at home.
Attitude towards reading, reading more, finding a love for learning. Ask them if they like what we are doing in reading.
I need to make reading fun for these boys!
Developing a hunch
What are our assumptions about what is contributing to the situation?
How can we check our assumptions?
Material is boring, lessons are very structured, low family support, attendance, not targeted as they are WB expected level, lacking skills to offer relevant opinions. Lacking PK and life experience.
What I see and hear them do/say, how they respond to class discussions and different situations, information past on from other teachers.
Class work is not always hands on which they need or doesn't link clearly.
Learning
What research or theory is informing our learning?
Why is an approach or principle important?
How can this learning be collaborative?
(Link readings, PD, planning sheets, target planning)
Jill Eagleton big books/lesson plans
Search through the literacy lundear with Anna.
Phonics- Yolanda Sorryl course
Early Words course
TKI for high interest low level reading
Bentlee, PJ and Ella- look into early words (vicky).
Soul-Jah- early words and critical thinking buddy.
At DFI have learnt about using voice to text and how this can work for struggling writers.
Taking Action
What opportunities are there for dialogue, observation and reflection with others?
What’s going on for our learners?
How and when can I share my learning?
Another lesson with big book and critical thinking.
Buddy them up- critical thinking friend- Pose questions to them
Writing/reading buddies.
10mins a day of critical thinking activity with the buddy- not being left behind.
Extra time to finish things off.
Phonics/early words
Buddy up two kids to discuss high level txt-less reading focus
Have selected buddy readers- high and low
Early words with Vicky- Bentlee PJ and Ella.
Use higher level learners to support lower level learners- socially and academically (especially using devices).
Talked with Tania about quick 60 and possibly using some of the books with these kids to spark some interest in a different way.
Have an expectation for buddies.
Linking to blog posts and writing comments.
Tuatara kids teaching others how to use the blogs each day during reading time.
Class buddies to help each other when stuck.
Reading experiments for creating something.
Set up writing buddy to help Soul-jah
Use voice to text for these kids to help with their planning.
Have planned to have Kowhai come in once a week to help the kids to finish blog post as there are a few that can’t finish them on their own.
Make sure that I am detailed with WALT’s and SC and coming up with the SC with the kids so they know what they are learning.
Checking
Have we made enough difference?
What’s going on for our learners?
How do we know?
Richy is more engaged during school time when he is here.
Students progress through the reading levels.
Bentlee is more willing to write a story and share it confidently.
Share ideas in discussion/critical friend more. - informal observation
Sharing relevant thinking with others.
Bentlee is more engaged during writing and has been sharing ideas more easily.
Richy still not at school.
Soul-Jah started back in week 2.
Richy and Soul-Jah working well together in the reading group.
Richy works really well with others in his group.
Soul-Jah is really engaged in reading time now and has great conversations- have moved them to level 8 which is hard but they are doing well at this.
Using the word cards with them have been helping then especially when they link to the text we are reading.
What next?
What am I going to try next? | |
Term 2 Plan: Black- 28.5.19 Red- 11.6.19 Blue - 25.6.19 | End of term 2: Use Tuakana teina with the class to help them finish work and support and teach them how to do things. Add more of a variety to our learning- creating more and learning by doing. |
Term 3 Plans: Purple - 23.7.19 Orange- 6.8.19 Green- 10.9.19 | End of term 3: Attendence for Richy and Soul-Jah still a huge barrier with learning. |
Term 4 Plans: | End of term 4: |