Blogs from our travels<\/p>\n
Kayla’s blog: http:\/\/busybeemissd.weebly.com\/blog<\/a><\/p>\n Meghan’s blog: http:\/\/alohamissmeghan.weebly.com\/<\/a><\/p>\n Karla’s blog: http:\/\/myat3012.wix.com\/karlamyatt<\/a><\/p>\n <\/p>\n Visit to Birkenhead primary school<\/span><\/p>\n 25 May 2015<\/p>\n Welcome students with attendance: “Good morning, __. How are you today?”<\/p>\n Warm-up game: 1-21 on the board. Roll three die. Students offer different ways to +, x, -, \u00f7 to eliminate as many numbers as possible.<\/p>\n Example: Roll 3-5-1. 3+5+1=9; 3×5+1=16<\/p>\n Game continues until all numbers are eliminated (or 5 rolls).<\/p>\n Groups for math:<\/p>\n 1) Choose a strategy that works best:<\/p>\n Rounding or Compensating OR adding ones and tens separately: 41+35, 65+24, 19+16, 34+45, 51+79<\/p>\n 2)Base ten strategies with Rachel<\/p>\n 3) Banker game: cards with money problems (Example: you won the lotto, get $45; you bought an umbrella, pay $12). Banker makes change and gives money.<\/p>\n As students finish, they work in math workbook. Play other math games.<\/p>\n Resources teachers come in and out to take children for assessments<\/p>\n One resource teacher comes in to support math group.<\/p>\n GoNoodle (brain break activities)<\/p>\n Writer’s Workshop: Ways to make our writing interesting \u2013 review (talking\/speech; describe the day; onomatopoeia; feelings). Today \u2013 how do we make our endings interesting and memorable?<\/p>\n Ask the reader a question; make it mysterious (keep the reader wondering); give the reader some advice; say how feel; repeat your first sentence<\/p>\n Shared writing: Do you have a brother? If you do, you will need my survival advice\u2026body of text\u2026Take my advice or suffer the consequences.<\/p>\n Writing prompt: Advice to another person.<\/p>\n Students turn and talk about what advice they can give. Some students share with class.<\/p>\n Rachel provides ideas: Who’s really good at getting their parents to buy them things they want?<\/p>\n Reading: The Cantankerous Camel. Discuss title: what does cantankerous mean? I challenge you to use cantankerous in your writing this week.<\/p>\n Read the first page. Where do you think this story is? What gives you clues?<\/p>\n Rachel reads each page aloud. Stops to clarify vocabulary words and identify clues for setting.<\/p>\n Small group reading \u2013 leveled text with follow-up worksheet.<\/p>\n Handwriting: ly<\/em><\/p>\n Art \u2013 Maroi art elements (fundraiser project for PTA)<\/p>\n 26 May 2015<\/p>\n Calendar Math: students come up with different ways to get to 72. Students show the different strategies they use.<\/p>\n Students come to the front to explain their thinking about ways to get to 72.<\/p>\n One student asks, “Which numbers will add up to 100?” Students who are interested in finding this out can do independent inquiry during math center time.<\/p>\n Students explain how they came to know each answer.<\/p>\n Brain break \u2013 lap around the playground.<\/p>\n Math: Students decide at what level they need more practice<\/p>\n 1) 35+7 worksheet with rounding<\/p>\n 2) 35-7<\/p>\n 3) math games at tables for more practice<\/p>\n Cricket: choose 1-6 for ‘out’ number (e.g., 3); roll die until ‘out’ number is rolled; total die rolls; total number of round (6 rounds)<\/p>\n 4) small group \u2013 strategies for rounding (43-7)<\/p>\n FAVE (fruit and veg time): read aloud<\/p>\n Reading Work:<\/p>\n Big Book: The Best Pet. Students share their favorite pet and why it is their favorite.<\/p>\n 1) Pros and Cons: good points and bad points of different pets<\/p>\n 2) Clothes line spelling words (from writing)<\/p>\n 3) Talking prompts: dogs are better than cats; kids should be able to bring fizzy drinks to school, students should have to wear a uniform every day; school should run until 5:00; weekends should be 3 days long; all children should have to play a sport. Tell your opinion to your buddy and support your opinion.<\/p>\n 5) Paired reading: students highlight facts and opinions in short passages (identify how many supporting details for each one)<\/p>\n 6) Reading response journal: design an enclosure for your pet<\/p>\n 7) Small group instruction: Fact vs. opinion<\/p>\n Students work in pairs to share and support opinions.<\/p>\n Writing: Supporting opinions with facts (persuasive writing \u2013 in 3 weeks students will give a persuasive speech). Ange models writing \u2013 Room 10 is awesome. States opinion, gives samples examples of why room 10 is so awesome (2-3 reasons, at least one example for each). Restate opinion at the end. Check: Have I given enough reasons and examples and have I given enough information to persuade someone.<\/p>\n Students create brainstorm sheets the previous day with a partner.<\/p>\n Students write on ‘writing sample’ evaluation sheets (writing evaluation later in the weeks) for practice.<\/p>\n Students work independently on their writing as Ange walks around and supports individuals. Students double check their name is on each page, check spelling, full stops; reread writing.<\/p>\n Signs around the room<\/u><\/p>\n Ways to work our words you don’t know:<\/p>\n Stretchy Snake: stretch out the sounds in the words and blend them together<\/p>\n Lips the Fish: Get your mouth ready. Make the beginning sound of the word<\/p>\n Chunky Monkey: Look for small ‘chunks’ you know inside the bigger words<\/p>\n Fly Bye: Look at the picture carefully. Use the picture clues to decode tricky words<\/p>\n Skippy Kangaroo: Skip over the word. Read the rest of the sentence. Try it again.<\/p>\n <\/p>\n Flippy Dolphin: ‘Flip” the vowel sound. If you tried the short vowel, try the word with the long vowel sound. Which one makes sense?<\/p>\n Inquiry: I notice (observations); I think (inference); I wonder (questions)<\/p>\n <\/p>\n Oral speaking practice for persuasive essays.<\/p>\n Review expectations for oral speaking: project your voice, face your audience, posture<\/p>\n One student practices reading his persuasive essay aloud. Students offer a few suggestions.<\/p>\n Mentor text: I Wanna Iguana.<\/p>\n <\/p>\n Handwriting: hi ha<\/em><\/p>\n <\/p>\n Science training<\/u><\/p>\n Science capabilities: http:\/\/scienceonline.tki.org.nz\/<\/a><\/p>\n <\/p>\n Skill focus rather than content focus<\/p>\n <\/p>\n LiteracyOnline: http:\/\/literacyonline.tki.org.nz\/<\/a><\/p>\n Connected TKI: http:\/\/literacyonline.tki.org.nz\/Literacy-Online\/Teacher-needs\/Instructional-Series\/Connected<\/a><\/p>\n <\/p>\n 27 May<\/p>\n <\/p>\n Students practice Tene Koutou<\/p>\n <\/p>\n Morning greeting in Maori<\/p>\n <\/p>\n Math calendar: counting number of days in school by tens and ones. Clap-counting by tens to 100 up and back. Counting by 5s \u2013 marbles in a jar.<\/p>\n 70 + or \u2013 math facts.<\/p>\n Students stand in a circle \u2013 buzz by 5s. Students sit down when their number is a factor of 5.<\/p>\n Number of the day is 27 \u2013 5 ways to make 27 (26+1; 1×27; etc) \u2013 workbook work<\/p>\n Small group \u2013 missing addend<\/p>\n <\/p>\n Good readers: use strategies, ask questions, think when they read, read fluently, take care of books, like books, talk about books, practice reading, share books<\/p>\n <\/p>\n Math groups:<\/p>\n 1) Quick images: Dot patterns \u2013 students think and guess how many dots (six groups of 5 dots; nine groups of 4 dots). Students explain how they solved the pattern.<\/p>\n 2) Double digit +\/- practice.<\/p>\n 3) Teacher group<\/p>\n <\/p>\n Read aloud \u2013 Maroi tale of the bird woman \u2013 Hadu Padu. (big book)<\/p>\n <\/p>\n <\/p>\n Reading:<\/p>\n 1) What’s your opinion? Reading group<\/p>\n 2) Research a type of NZ bird. Start with Google search, draw the bird, write three things you learned around the bird.<\/p>\n 3) Reading with teacher \u2013 Reread big book story. Students read independently<\/p>\n 4) Reading centers –<\/p>\n <\/p>\n <\/p>\n Reading Rainbow \u2013 students listen to a story read aloud. They listen to the story several times, then read it aloud to the teacher and answer a few questions. They move up through the leveled books as their skills progress.<\/p>\n <\/p>\n Students recite poems or read self-published stories to the class \u2013 practice speaking skills.<\/p>\n <\/p>\n What did we learn about speech writing? From earlier performance. Students share their ideas as the teacher records their responses on chart paper (to later hang up for reference).<\/p>\n <\/p>\n What’s your opinion? In small groups, students state their opinion and provide supporting evidence.<\/p>\n <\/p>\n 28 May<\/p>\n <\/p>\n Reading Recovery (30 minute lessons)<\/p>\n Literacy Lessons Part 1 & 2, Marie Clay<\/p>\n Different Paths to Different Outcomes, Marie Clay<\/p>\n <\/p>\n Leveled readers (PM+ (AUS\/NZ leveled books; others from Cengage publishing)<\/p>\n <\/p>\n Side-by-side sitting<\/p>\n 7 year old, bilingual Spanish (Chilean) L1 orally fluent, not likely reading in Spanish, or at home<\/p>\n 1) Read familiar text. Word-by-word. Work on reading nice and smooth, just like you talk. Able to call all the words. No intervention as the child reads familiar text, just let the child read. Check “foxed” meaning \u2013 tricked.<\/p>\n 2) Read less familiar text (from earlier in the week). “Give it a try.” “Does it make sense?” “Reread that sentence.” Only cues for strategies and word meaning (bait). Look at the picture to help support word meaning (bait) and explain how the word is used (context of fishing). Said ‘boat’ for ‘bait’, showed the child the where the word was written before. What has happened and what will happen in the rest of the story (picture walk through the remaining book, with stop to read the last page). The book goes home and is brought back to school the next day.<\/p>\n 3) New book \u2013 complete a running record with text. No support provided to child so she can see how he is doing and what strategies he is using, unless the child does not know how to access the word (ground, dry, garden). Child reads through the entire book. Once he gets past the first page or two, he seems to get into the rhythm of the text \u2013 able to call the words, continues to read word-by-word.<\/p>\n Revisit the beginning of the book to reread tricky parts. The child rereads the text. The child points to the tricky words and says the words. The teacher explains where the child went wrong and explains how he figured out the work (ground \u2013 look at the gr; dry \u2013 look at the dr; garden \u2013 look at chunks gar-den). Child continues to read. Stop at ‘fix’, go to tricky word \u2013 child does not know the word (tap)(may not be in lexicon), so they sound out the word as this is the most effective strategy for this word. The teacher, helped him to understand the word \u2013 where you wash your hands. They continue through all places where he reread or used other strategies \u2013 the child explains what he did (reread the words).<\/p>\n 4) Letter work \u2013 sort like letters (b, l, r, n). Write b, l (both have a tall stick); r, n (both have a short stick)<\/p>\n 5) Writing \u2013 checks if the child has a story already in mind. If not, they write about the story they just read \u2013 teasing mum. Picture walk through the story to review how the character teased mum. Cues, ‘then what did mum do?’ After going through the book \u2013 what would you like to write about. The child wants to write about the book, but does not know what to write about. Teacher shows the last page to help the child get started. The child says the sentence he will write and begins to write: “Mum and Emma”. Teacher reminds to use capitals and spells Emma. “chased” that’s a tricky word, teacher directs child to use a practice page for spelling and notes how close he was to spelling, then writes the correct spelling to note the tricky parts of the word \u2013 ch, ed (sounds like t). Review other \u2013ed forms (play to played, walk to walked, chase and chased). Child continues writing and sounds out words to spell with teacher support (with<\/u>). “Mum and Emma chased Matthew with the hose and they all got wet.” Child rereads writing.<\/p>\n 6) Sentence building. Teacher cut apart the sentence the child wrote and he reconstructs the sentence. The child refers to his writing (in his journal) to remind himself what he wrote. The child reconstructs the sentence and rereads it.<\/p>\n 7) Child practices writing ‘with’ on the board. This is a word he continuously has trouble spelling. He is directed to write the word with his eyes closed.<\/p>\n 8) New book: Teacher reads the title. Picture walk through the book to tell the story. At each page, the teacher asks questions such as, what happened, what would you do, what do you think they will do, would you try something else, did their idea work? Child reads aloud a few pages of the book. The teacher takes a running record (past, friend). Child reads the sentence again and continues reading (slept). When the child does a miscue, the teacher allows the child to read to the end of the page, then return to the start of the page to correct the miscue. She tells him what he said the first time did not make sense and he needs to make sure to notice when words don’t make sense. Attention to punctuation to help build expression (?). The teacher stops the child and reads the rest of the text to the child. Reread tricky parts of the beginning of the text (past, friend, kicked).<\/p>\n <\/p>\n 7 year old, bilingual (Vietnamese) L1 orally fluent<\/p>\n 1) Read familiar book \u2013read fluently and with expression.<\/p>\n 2) Read less familiar book. Teacher taking a running record. \u2013 read ‘sea’ for ‘island’ \u2013 teacher stopped and directed his attention to the picture for support. Child corrects and rereads the text. ‘Look for something you know in that word’ \u2013 at, th. Child says ‘this’. Teacher tells the words and the child rereads the sentence. Stops at ‘way’ \u2013 gets \u2013ay, but not able to put w and \u2013ay together. The teacher starts the sentence and the child joins in and says ‘way’. Stops at ‘beach’, teacher intervenes by starting at the beginning of the sentence, child joins in, calls the word, and rereads the sentence. Stops at ‘splash’. Child can’t get past the sp-, teacher points to picture to help contextualize word.<\/p>\n Teacher goes back to tricky areas for the child to reread. Again, gets stuck on ‘beach’. Teacher asks questions (where do they want to get to? Island), points the picture. Child says the word, rereads the sentence and points to the word.<\/p>\n 3) New book from earlier in the week. Child reads as the teacher takes a running record. Child stops reading, but does not vocalize any strategies \u2013 is he working the words out in his head? Child rereads tricky parts.<\/p>\n 4) Letter work \u2013 same as above. Say letter name and sound as he writes the letters.<\/p>\n 5) Writing \u2013 writing from the book \u2013 about the naughty cows. Child practices how to spell words on a practice page \u2013 broke. ‘The naughty cows broke into the garden and ate gran’s flowers.’ Teacher assists with spelling (sounding out words \u2013 enunciating each sound in words).<\/p>\n Practice writing ‘went’ on white board while teacher rewrites his sentence. Practices ‘with’ with magnetic letters.<\/p>\n 6) Reconstructs sentence. Rereads sentence.<\/p>\n 7) New book. Picture walk through the book. Child reads the book, the teacher cues with strategies for the child (pictures, look at each letter, reread sentence, start with first letter). The teacher reads along with the child to help him get past tricky words. The teacher finishes reading the book.<\/p>\n Tamkai Primary School<\/span><\/p>\n http:\/\/www.manaiakalani.org\/home<\/a><\/p>\n <\/p>\n 9 June 2015<\/p>\n Tamaki Primary (Rhonda Kelly)<\/p>\n (decile 1-2 school \u2013 family income <$19,000)<\/p>\n <\/p>\n Year 2 & 3 (grades 1 & 2) 17 children<\/p>\n Small group working on math addition<\/p>\n 27+8=<\/p>\n 27+ (3+5)=<\/p>\n 27+3=30<\/p>\n 30+5+35<\/p>\n 27+8=35<\/p>\n <\/p>\n Teacher talks students through how to get to a ‘tidy number’ (10s). Instead of counting on 27, 28, 29, 30, 31, 32, 33, 34, 35 get to ‘a tidy number’, then add the 5. Students get to 30 first, then add the remaining 5.<\/p>\n <\/p>\n Student pairs working together with math game (missing addend; dice addition)<\/p>\n <\/p>\n Whole group: 10 cards \u2013 quick recognition; 7 dots \u2013 5 and 2, how many more to get to 10?<\/p>\n Math problem: There are 27 lollies in the jar. Mrs. Tafea puts 8 more in. How many lollies are there now?<\/p>\n Students make ‘a tidy number’. Discussion of what makes ‘a tidy number’? Whole group explanation for earlier problem. How will we make 27 a tidy number? Now how many 10s do we have? 3 tens. 3 tens makes 30 and 5 more is 35.<\/p>\n <\/p>\n Review of what we have learned \u2013 a tidy number ends in zero.<\/p>\n <\/p>\n Count up by 5s from 50. Count by 5s backward from 95. What patterns can we find by counting by 5s? All end in 5 then 0.<\/p>\n Literacy cycle: planning, crafting, peer sharing\/reflecting\/editing, reflecting, re-crafting, teacher conference, publishing, sharing.<\/p>\n <\/p>\n Maui legends. Student write scripts.<\/p>\n One group has finished writing and goes outside to practice.<\/p>\n Review of legends: How Maui found the secret of fire. Students identify myth origin (Maori, Tongan).<\/p>\n <\/p>\n Vivid vocabulary: choose a word from a legend<\/p>\n How Maui brought fire to Tonga. The teacher reads the legend aloud. Students are to think of 3 new words?<\/p>\n The teacher selects: content<\/p>\n Students do dictionary work:<\/p>\n 1) Word \u2013 content<\/p>\n 2) Dictionary meaning-<\/p>\n 3) Synonyms-<\/p>\n 4) Antonyms-<\/p>\n 5) Related vocabulary<\/p>\n 6) Word class-<\/p>\n 7) Tense-<\/p>\n 8) Simple sentence-<\/p>\n 9) Syllable-<\/p>\n <\/p>\n <\/p>\n Special Needs Satellite Program (Sommerville School \u2013 Diane W)<\/p>\n 4 children (4 adults)<\/p>\n Sensory integration \u2013 children painting with hands and brush on laminated paper.<\/p>\n Visual\/auditory sensory integration: with a balloon \u2013 directions (up, down) touch.<\/p>\n Using sign language to assist students.<\/p>\n Hands up, are your hands clean, on your lap, hand together. Sing abc song with letter signs (two handed signs).<\/p>\n Head and shoulders song with hand actions.<\/p>\n Children stand.<\/p>\n One child uses picture cards to help identify what is next.<\/p>\n <\/p>\n <\/p>\n Year 1 (Kindergarten) (15 children)<\/p>\n Review of new word from morning’s lesson \u2013 went<\/p>\n Magnetic letters on board \u2013 students rebuild the word<\/p>\n Big Book \u2013 The Farm Concert<\/p>\n Identify animals on the cover page.<\/p>\n Child finds the word went<\/em> on the page. Choral read the book. The teacher points to the word. Find went <\/em>on each page. Children write went<\/em> on the board.<\/p>\n Children practice writing went<\/em> on ipads with stylus. Children can choose colors, line thickness, etc.<\/p>\n Make went<\/em> with play dough, letter floor puzzle, letter\/sound picture matching.<\/p>\n <\/p>\n Small group (lesson with ipad) “Car Shopping”<\/p>\n Read to: We looked at a blue car. “Too big,” said dad\u2026<\/p>\n Read together: Teacher assists with initial sound. Students choral read.<\/p>\n Read alone: Students get individual copies. Where do you start reading? Choral word-by-word reading. Independent practice: On the ipads, students fill in missing word (looked) App \u2013 Explain Everything<\/p>\n <\/p>\n Small group (lesson with ipads<\/p>\n Make words: in (move letters); write word with stylus<\/p>\n Read to: In a Car; students point to in<\/em> on each page.<\/p>\n Read together: Where do you start reading? Students choral read. Students reread the book together.<\/p>\n <\/p>\n 10 June 2015<\/p>\n Year 4 & 5 (22 students)<\/p>\n Quote of the day: “Nobody makes you angry. You decide to use anger as a response.”<\/p>\n All lessons set up on Google site where principal and students (students have self-management Google docs) have access to plans for each day. If students are not sure what task they need to be doing, they can refer to the Google lesson plan site.<\/p>\n Overview of reading work: KiwiKids magazine \u2013 current event (5 thinking hats- Bloom’s), read around the world, spelling practice, reading butterfly. Kids work on Chrome books for each activity. Myths and Legends writing (students create in Google docs; watch YouTube videos The Fish of Maui). Teacher sets up framework in which students can work. She can look at her own computer to see where students are with their work. Students work independently through they day as the teacher works with small groups or as in this case, meets with her mentor teacher. Teachers have two years mentoring at the school site before becoming fully registered.<\/p>\n Students provide each other with technology support (e.g., getting online with password access, finding assignments. Students fully research their topic online using Google.<\/p>\n Math: The teacher sends a link to Google slides of the math work for the day. WALT: We are learning to measure different objects that have height, length, and width (depth). Diagram of where to start measuring starts the slide. Students are asked to make a copy of the document so they can take their own notes. Students record their work on a Google doc \u2013 use rulers to measure objects around the room. Students take a photo of the object and insert the image (pixect.com) into their work. Then they share their work with the teacher. Students work independently to measure objects around the room. The teachers check on students as they work and students help each other.<\/p>\n <\/p>\n John Boyne The Boy in the Striped PJs<\/p>\n Tamaki College<\/span><\/p>\n 11 June 2015<\/p>\n Tamaki College (Russel Dunn)<\/p>\n 72% Pacifica; 27% Maori; 1% Pakeha (European)<\/p>\n Whole school digital learning in 2012<\/p>\n Google Chrome; Teacher Dashboard; Google apps (sites, googlebra)<\/p>\n STEPS: Learning Staircase<\/p>\n <\/p>\n Learning Support class (14 students)<\/p>\n Visible Learning \u2013 teacher discusses students’ test results and what the expectation is<\/p>\n Reading task: The teacher shares the document and students save a copy on which they will work.<\/p>\n Making inferences from text. Use prior knowledge to help you.<\/p>\n To Work or Not<\/em>. Read four letters to the editor.<\/p>\n Using prior knowledge: What do you expect the text to be when you read the title? What the text will be about. Do you have a job or not?<\/p>\n What is the purpose of someone writing a text like this? People might explain why or why they don’t work.<\/p>\n What does the first write express about their work \u2013 to work or not work? What are the writers’ opinions about going to work or not going to work?<\/p>\n Students can work on assignment independently after class.<\/p>\n <\/p>\n Learning Support class (7 students)<\/p>\n Visible learning \u2013 show students’ their test results to help them see where they are and then what the need to do next. Students’ names are visible. Shows areas on tests where they did work in class and what work is next in class. She will refocus her teaching based on the test results.<\/p>\n Students’ reading Overboard<\/em> by Morris Gleitzman<\/p>\n Review: vocabulary, setting, and book context. Identifying feelings\/thoughts from when reading: sad, suffering, struggling. Recall facts from story.<\/p>\n Story structure: opening event, rising action\/tension, climax, solution\/declining action. Teacher, with students, completes a story structure chart as they read the text.<\/p>\n The teacher reads the text aloud. As she reads, she stops to identify similes, character traits, connections to her own experiences, metaphors, etc.<\/p>\n The story takes place in Afghanistan. The teacher shows pictures of the desert.<\/p>\n At the end of the chapter, the teacher asks what they learned at the end of chapter 3.<\/p>\n Half way through chapter 4, the teachers checks in with the story structure (rising action). End of chapter 4 \u2013 theme of story \u2013 the relationship between characters.<\/p>\n Students login to computers to answer questions about the book. Time runs out, so she sends a copy of the book home for students to answer the questions for homework (on the shared document).<\/p>\n <\/p>\n Math class (Year 9 \u2013 19 students) \u2013 adding like and unlike terms. Do now practice set on the board. Students work in google doc. Teacher shows a YouTube video to explain like\/unlike terms. Students create 2 expressions, students email them to 3 people to answer. Next challenge: in a powerpoint, the teacher shows a math problem and students quickly write and answer in docs.<\/p>\n Inquiry: seek information to develop deep understanding (with x \u00f7 with like and unlike terms)<\/p>\n","protected":false},"excerpt":{"rendered":" Blogs from our travels Kayla’s blog: http:\/\/busybeemissd.weebly.com\/blog Meghan’s blog: http:\/\/alohamissmeghan.weebly.com\/ Karla’s blog: http:\/\/myat3012.wix.com\/karlamyatt Visit to Birkenhead primary school 25 May 2015 Welcome students with attendance: “Good morning, __. How are you today?” Warm-up game: 1-21 on the board. Roll … Continue reading