Showing posts from August, 2017

Sentence Starters for Reading Comprehension Stratgies.

Sentence Starters for Reading Comprehension Strategies

Reading Target Student

My target student for reading has made huge progress this year. He has made accelerated progress moving from Level 17 to Level 21 in two terms. My goal now is to get him to the Year 4 standard in the next 15 weeks. After talking about my target student in our monitoring meeting yesterday, I recognized hat I have a gap in my knowledge on how to effectively teach the strategy of inferring. My focus for my target student has previously been around decoding a text and using some simple comprehension skills. Now moving towards the Year 4 Standard there is a larger focus on comprehension and thinking critically about the text. I went back and re-visited the 'Effective Literacy Practice Years 1-4' text. ( Pgs 131- 133 explored ways to build comprehension strategies). 
Key ideas:  Ask inferential questions  Pause when I want students to notice something or draw out clues in the text.  Prompt students to make connections between different parts of the text  Ask students why they arrive…

How to use a "Say it grid" ....

Today Alida came into my class and modelled to me how to use a 'Say It' grid. I had used it before but after watching Alida, I realised that I wasn't using it to its full potential. 
I created the sentences on the grid and made it 4 by 4.  Alida started by reading out the questions as a whole class, making sure all students understood the new vocabulary (Siren, enclosure).  Alida modelled to students how to respond to the questions and use the connective 'because'. She prompted students when they gave an answer to use the word 'because' to explain why something happened or why they gave that reason. Straight away I noticed the vocabulary the students were using and how Alida used prompting strategies and think alouds to help students extend their thinking and the sentences they are using. Alida recorded vocabulary that she wanted the students to use in their writing. (E.g Inappropriate, trouble, zookeeper, rules, mauled, well fed, habitat, respect, protect…

Writing Inquiry

This week we took part in PAC observations. My focus was around looking at my 'buddy check' system and seeing if students have a clear understanding of the expectations. I felt my observed lesson went well and it allowed me to see that there were gaps in what I thought my students knew. After watching my video and recording what I felt went well, I felt like my focuses were around;
making specific links between learners’ use of strategies and their experience of success; encourages students to make and discuss such links Rich conversations include student-generated questions and dialogue.
During my PAC meeting with our literacy facilitator and senior management, we looked at my focus being around my Scuess Criteria and making sure that I connect it with what students know and an experience they have just had- This will help increase their understanding of expectations and their knowledge around the skill they have just learned. It will allow students to be set up for success. I …

Middle Management

This term my goal is going to be around coaching and supporting other staff members in the school. I sometimes find it hard when 'helping' or supporting others that I take over and do too much- Preventing them from learning how to do something independently. Michelle recommended   '5 (good) talk about' (Datnow & Park 2015) and 'The Secret to Great Coaching' 
What I took from the readings:
Data informed decisions are key  (Conversations about data include healthy disagreement, conversations about data engender trust rather than suspicion, take a solution- oriented approach, there is an expected accomplishment) 
When playing the role of a coach you don't need to always be the expert. Encourage staff to inquiry instead of giving them the answer. (This was interesting to me as our literacy facilitator talks about going into the 'pit' where we problem solves to gain a deeper understanding of a problem. This could be useful in my classroom as a teache…

Building relationships with Whanau


Digital Classroom goals and term focus

The first half of this year I have been focusing on shifting my classroom to an online platform. My goals were;  To create a website where students can access all their learning Give students opportunities to use their device to complete their work  Use only modeling books to promote rewindable learning. 
This term my students are now using their Chromebooks for all their learning and have no problems finding learning OR using docs, slides or drawings. My new focus will be; On using multi modes of media for my Reading and Writing group.  To give my students opportunities to explore challenging texts.  To start recording lessons for students to rewatch/ students who are away can watch it. (Also could benefit other teachers). 
Below is an example of my writing page and how I upload images of my modeling book to help students refer back to lessons and to check their success criteria. The last few days I have been seeing how many times students refer back to this page and the majority of…