Tuesday, 12 September 2017

Barriers in Reading - Dyslexic tendancies

Some great tips in these video's about how to support learners with Dyslexia or behaviours l


These Techniques are taking from the video.  Great idea to look at different ways to learn spelling words.  This is something to be thinking of during guided reading sessions. Making pictures out of words to help retain the words. Just highlighting that some words have silent sounds, ad that is just the way they are spelt.


Techniques to improve Memory Techniques.

I created this slide to use with my learners to be able to hear the sounds. Before we do our reading we want to just show case that some letters have different sounds and are used in different ways for particular words.  Hopefully learners will start to make connections to these and their reading books.

Monday, 11 September 2017

Target Learner NZ Maori - Goal to meet the National standards in Reading

Target Learner One
New Zealand Maori, started at Stonefields School at the beginning of the year.  She 6yrs 4mths, has been at school for 1yr 4mths to date.  She went to school in Perth, Australia before coming to Stonefields School.
My learner need to be reading at Orange level, however she is still on Blue 11
Target Learner Two
Cook Island Maori, She 6yrs 4mths, has been at school for 1 year and 4months to date.  She can be reluctant to take risks.  My learner need to be reading at Orange level, however she is still on Yellow 7

So what are the Road Works in place....

  • Teaching the skill of decoding through ocean phonics, send Tricky Vowels sheet home.
  • Fluency - fluency boxes, voice recording through a digital lens.
  • Sound boxes to support with chunking words out and identifying sounds.
  • Collaboration within the hub.
  • Reading Recovery, across CoL support collaboration.
  • Parent/teacher connect set up.
  • Analyise 6year Net Results and reading behaviours
  • Dose and Density between the four teachers, expert teacher to teach the skills of reading.
  • Teacher Aide support with reading, provide more extra dose and density.

10 weeks to get these two target learners to standard or close to standard.. Watch this space!


Tuesday, 5 September 2017

Putting it all together

Through school talk we are gathering evidence to show a learner has achieved the progression of Self Monitoring.  Our reading strategy bookmarks are helping us to check the text when it doesn't make sense or we are faced with a tricky vowel. 

Monday, 4 September 2017

Learners using Reading Bookmark Prompts

Learners are using these bookmarks to help them work through the progressions in school Talk. This learner was looking at how to make connections with the text and his prior experiences e.g, this is similar to me because....

Essential List Spelling Results Term 1 - Term 3! Huge Shifts

Results to be proud of.. Essential Spelling List test out of 230 words.  We tested our learners in Term 1 (blue bars), Retested the same learners in Term 3 (Red bars) Look at the progress made!! Much to celebrate in Hub 10. Together in our Reading and Writing programmes we have made it an big emphasis to learn to chunk our words, extend our vocabulary and push learning spelling at home.  We are sharing this with our learners and parents through our blog. This is also a great way for our new learners in Hub 10 to look at how hard work pays off! Our new learners did not all start in Term 1 so were tested for the first time. This data has not been included as there are no results to compare this too.  

Making Chunking part of our daily learning in Reading

Learners click on each tricky vowel sound, where there is an explain everything project for learners to practise their vowel sounds.

Here is some examples of practising learners will do when clicking onto 'ick' vowel sounds.  It is important I acknowledge Trish and the Y1 teachers at Point England who have been all been so willing to share how they are teaching reading and through a 1:1 Ipad lens and sharing of Explain Everything projects. Thank you so much.  Another great example of a collaborative approach to our Inquiry, with depth and rigor.

Design for learning - teaching Self Monitoring Skills

In School talk I identify where the gaps are for learning to self monitor learning progressions such as:

Level: Green Intention:  
I independently reread to get meaning from my reading; I stop and check the text when it doesn't make sense, look right, or sound right

Level: Green Intention: 
I search for clues in the words to help me fix up my reading
Level: GreenIntention:  I
 ask questions, check my predictions, reread and read on

Using the learning process to teach learners the strategies to fall back on when in the learning pit.