Monday, 27 August 2018

Inquiry into reading

We met as a team to discuss how we can better plan for explicit teaching in reading. When teaching reading, it can be difficult to make strong links between what you teach in a guided reading group and what the children do as a task when they are not with you. Therefore, we worked together to discuss how we currently do this, and how we can improve our practice.

Here are some notes towards a potential reading plan for a group learning to infer and understand different points of views:

WALT make an inference about the author's purpose and their point of view when they don't state it explicitly.
[Make connections/ inferring/ applying knowledge]

Direct instruction idea: Questioning/ prompting the children to discuss.

Learning experience idea: Ask ourselves: Do they need the text to be able to complete the task - if not, it's not achieving what it should. Video contrasting two scenarios which are present in the text (teamwork vs. not showing teamwork).

Cycle rate idea: 2x a week guided reading + 1x check in.

How will I know what difference it made? Do similar WALTs for 2 lessons then tweak learning experience ideas. Seeing how they answer relevant questions in guided reading sessions.

Things to watch out for: Children who are mid-way through year 5 and reading at around 9 years need to be getting enough mileage so we need to ensure that enough texts are being read in a week.

Thursday, 16 August 2018

Promoting use of Oral Language and reflection in Writing

This term in Ako 3, we have been promoting use of oral language through purposeful collaborative learning experiences. During writing, we have incorporated this into our weekly schedule through peer editing. The tool which we have introduced to the children to support them in the peer editing of their writing is a rubric. This rubric has been highly successful with our year 5 learners.

Click the rubric to open the google drawing in a new tab (and make a copy if you would like to). Any feedback on this rubric and how it could be made better is warmly welcomed!
Each Thursday morning, the children pair up. These groupings change from week to week. Together, the children decide whose writing they are going to focus on first. Once decided, that child opens their writing doc on their chrome book while the other child opens the peer editing rubric on their chrome book. 

The rubric is broken into four sections: punctuation, correct sentences, vocabulary and organisation/structure. The nice thing about this rubric is that it is accessible for ALL learners. Together, the children have to agree on where the piece of writing fits on the rubric (for each of these sections). Once this is decided, there is a clear 'action' for the children to follow in order to improve their writing. 

Although it is early days using this rubric, we have been really pleased with how the children have responded to using it. It is clear that as the children become more familiar with the rubric, they will begin having more and more quality learning conversations with their buddy. Already, we are seeing the potential that this tool has for the ākonga in our space.

I don't believe that this rubric would be as effective if it didn't have the action prompts. These prompts give the children a clear direction so that they can be critical of their own and their classmates' writing.

Monday, 6 August 2018

Beginning of term 3 Inquiry

This term we changed into our new inquiry groups. I introduced my inquiry to the group by explaining how my focus had changed to the children who find it challenging to share their ideas in group situations which is not teacher led.

One idea that was brought to me was to begin giving learners the autonomy to choose which norm they want to focus on for the week. I printed off and laminated a template which listed a number of norms (for example, listening to others ideas, asking questions, sharing own ideas) with space for the children to add their names under the norm they wanted to focus on.

I also began this term by printing off a number of prompts (from talk moves, here) (Conceptua math) which the children could refer to while working in their maths groups:

Source of the prompts: