Literacy Links

Hayley

Open a world of possible - If children don't learn the way we teach, maybe one should teach the way they learn - By Sylvia

First speaker - Dr Swee Tan, find the cause first, before you find the treatment i.e each child is unique.

Sheena Cameron -

• View somthing, 
• listen to something, 
• do something, 
• share and compare - feed back: 2 stars and a wishes
• Speed writing - starting with a word - use it in your story - go i.e ouch or wow, onomatapia works really well.
• Go to sheena cameron website - resources section.

Task: OUCH! 

Jill Eggleton

• developing growth mind set - i can't do this, well yes.. not yet
• talk in the moment
• advises avoid crossing out EVER and marking work away from the child.
• attention on content rather than full stops and capital letters. do in a mini lesson
• real writing/real purpose
• genre no important for beginning writers
• Imagination more important than knowledge - albert einstein
• Enjoy poems - just enjoy the rhythe, rhyme, repetition and deliciour
• words of the week not letter, rich words that they can find more about, words within words
• 1iii/2 - recrafting - just work on getting ideas on the page, don't worry about captial and full stops.

Sharon Ross

• reluctant writers - know what your kdis do before/during/after school  
• yes/no answers are not enough, 

Australian writer - boys can read, boys can write

• let me choose what i write, give me options
• read to me first
• i like writing about farts, fighting, my weekend, space, dinosaurs
• we want history - how things work
• ask me what i like to do at the weekend - hobbies
• i may not be able to write much, but selebrate what i can write
• buddies
• books that are visual rather than paperbacks
• Google a NZ author and click on the teachers notes for lesson plans

Sharon ross - talk talk talk

• create experiene and reasons to write
• touch, feel, smell, look, move
• help children access kowledge to write
• ask children what gets in the way of their learning. what helps learning.

Alana Mudgewick - maori/pasific student focus

• we sink or swim together - create this class atmosphere
• circles - they are more inclusive
• community of learners - buddy write/buddy read/ share and compare
• stronger links to kindy and highschool - tuakana/teina
• what are moair and pasifica's strengths (not a problem to be solved)
• circle time/open talk  talamoa
• connect - debate/listen
• valuing elders
• the culture of the children cannot enter the classroom until it enters the mind of the counsciourns
• E TU - what do you do to celebrate cultures, whanau relationships. Attend events - your kids events, 
• ethinic diversity - children learn differently
• have a welcome/shared kai/share your roots and background.
• be proud of where you come from!

Digital technology

• children and adult - many options to connect
• goal to move from text to screen fluidity
• children must interpret and decipher on line and offline info
• have your kids got the right tools

Clare

Andy Griffith, Morris Glightzmen

• connections to our learners
• get kids start writing - write a list, e.g 10 disgusting things, 10 even more disgusting things, encourages joining ideas and descriptions
• 10 things about my dad, 10 more things about dad - becomes a character study
• Open a box but it says don't open..., don't like what came out of your box, turn the page
• Quick write
• Write what you know about e.g. people=dad + exaggeration

Dianne Labone

• huge tragedy - american schools teachers don't have time to read to the kids. (see server for her suggested list of reading alouds)

Chuck Mariet  - RtLit

• Spelling programme - 0 to 8
• visual and phonological knowledge for spelling y0-2
• y-3-5 suffixs etc
•  y6-8 where words come from

Ready to Read

• webinare
• need to differentiate guided/share reading
• only narrative to turquoise
• reading through science experiences

Oral Language Lady

• Make story talking important
• can't talk about, can't write about it
• story telling hand - beginnig... middle... end, ... are the bits in between
• emotions - if it doesn't make you feel something, you won't get great writing
• stretch all your student on one book.
• assessment is for learning

What professional learning would I like to do sometime in the next 1-5 years?

Ideas for PD/T as I -
Nov 2015

1. Behavior management ideas - Incredible years or Joseph Driessen - Educating Boys
   - The reason that I would like this pd is because of teachers who have had this pd and have found it incredibly helpful for their practice. I also recognise in myself that this is an area that at times, like others, I find some particular students challenging and the normal systems do not work and I would like to have more knowledge in this area.
2. Play based learning - Having accepted a position at a school that believes in hands on learning as well as having my T as I be on play based teaching, this is an area that I would also like further development.
3. Creative writing and developing this in younger writers who do not naturally have this ability as in my own writing this is the area in which I struggle.
4. How to aid/shift children who are still at red/yellow after being at school nearly a year at school.
5. What is the most effective system for teaching numeracy in the junior school and how to keep it up to date monitoring on individual children?

Why do I have playdough in my classroom.

http://www.ilslearningcorner.com/2015-09-the-best-hands-on-play-dough-activities-to-build-fine-motor/

Teacher Only Day

Insert Notes take on Marae

Upload waiata

Ready to Read PD

The concepts that intrigue me include 

• effective running records usually to be done on ready to read as they are much harder than other publications. Use other publications e.g. start with Pms and progress to R2Rs but don't move them up until they achieve Easy on a R2R
• As long as kids demonstrate the key concept during their running record they can be moved on even if accuracy isn't too high(?) e.g. Can a magenta reader: early concepts about print, gain control over one-to-one matching, expect text to make sense and sound right, and start to build a reading vocabulary of high-frequency words. Students do not need to know a particular number of high-frequency words before moving to Red.  Then they can move to the next level. (Click link for info on other levels: http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Instructional-Series/Ready-to-Read/Guided-reading-texts)
• Kids should only be on magenta a few weeks - once they have one-one pointing and recognise a few words, move to red. 
• The new guided reading criteria for R2Rs - TSM....Would love to see this modeled!!!! Finding it hard to visualise doing it for 7 reading groups in an 1 - 1.5hr max. 
• Children starting school should do guided straight away. They should beginning by taking home shared books.

Class Description

This is an example of Criteria 7 because it shows how I cater to the different learning and behavioral needs within my classroom.

2015 PD List