Better Start Literacy Information Session

Whangarei MOE Office Tuesday 4th May 2021

3 parts

Ready to Read texts

Better Starts

Reading Recover and early Literacy Support

Currently supporting year 0/1 - will be further developed and rolled out up until year 3.

Phonological Awareness tasks done on ipads are fed back to the teacher through a portal to be able to access this data and see where to next.

- phonological awareness

- oral story retelling

- 

Assessments are put into a whanau friendly report.

Designed to be embedded into practise.

Begins providing 4 lesson plans for the week, scaffold back to 3 lessons and one teacher developed and after about 8 weeks teachers create all their own lessons to be able to embed this into own practise.

Micro-credential is a practice based qualification you complete and case study about how you have enhance the lit progress of a child and then get a digital badge to show this.

Contact our ministry to say we have no specialist but would still like to participate.

Tier 1 - whole class for 10 weeks

After this re-administer the assessments and see who is responding well and who needs further support.

Students needs to be transferring their phonics knowledge at this stage to be making good progress.

If not move to Tier 2 - small groups for a further 10 weeks in addition to whole class teaching. 10 weeks.  Re-assess.  If still struggling move to tier 3.

Tier 3 - individualised or pair support.

Instead of giving them a year and waiting until the 6 year net this works from the beginning of day 1 at school and beginning to identify who needs extra support after 10 week blocks of time.

School age children should be focused on phoneme level activities the rhyme and syllable work will 'come for free' REALLY!!!????

Combines elements or

- evidence based phonological awareness teaching

- evidence based vocab teaching

- oral language and listening comp

- small group reading using RTR Phonics Plus

Co correlation between current levelled texts and decodables - they have no ideas as to what 'level' or expectations there should be after a year.

Texts are NOT totally decodable.

This done on purpose to still have a good story and to introduce new vocab and letter combinations.

They say this helps the students to have incidental learning and increase the speed at which the child learns and not be too restrictive.

Learning Contexts

1. Shared Book Reading (NOT traditional shared books)

2. Play activities and games

3. Planned Learning opportunities

4. Ready to Read Phonics Plus

Tier 2 is for those students who are not yet beginning to apply letter sound knowledge to reading and writing.

Requires a max of 4 students for 30 mins 4 times each week.

- 5 mins segmenting and blending (right through the word)

- 15 mins phoneme manipulation with grapheme tiles e.g cat to cap. - this provides the most benefit for struggling students on early literacy development words are directly related to the book they will read next.

- 10 mins small group reading

Has a HUGE impact on writing and spelling also.

May 10th Application Open for Teacher and Literacy Specialists

If funded will be a Term 3 Start.

Enrol with the University of Canterbury this gives access to LEARN site with all the resources.

Teachers are funded 2 day release which is recommended to be used at the beginning with your specialist.

All resources are provided ready to use.

Try Pearly?

Contact Rob re: Ange

 

Mana Potential Chat with Angeline Term 2 Wk 11 2021

 Mana Potential:

Make sure bear images and emotion words are assigned to the colours so that kids can link these together.

Putting their feelings into sentences.

I am feeling………

Clapping patterns of emotion words like we do for names etc

Emotions poems

How are you feeling?  IS there a bear on the wall that matches how you are feeling? - can I spread these out 

Red - don't make it the bad guy

Enjoyment of learning activity

Is was good

It was Ok

It was ok but a little bit tough

I didn't like it

It was Ok once someone worked with me

I really enjoyed after I got some more help with it

Blue like taking a deep breath and light blue breathing out and feeling better

Big Red REST button on wall display.

Dark blue like the wind pulling you off the ground - some grabs your legs and pull you back down so you can feel better.

Pukana is strength not just anger

Visual images to go with how we might feel

Y - thumbs up or clapping

O - so so hang loose hand

P thinking face

R - reset button

DB - people working together getting help / talk with someone else so that

B - you can feel better

Kids names or photos that they can put on the colours to show where they are sitting - move it to the whiteboard where Maths is????

Needs to be in an arched position with the arrows and visuals.

Green Papatuanuku - if I am busy who will be your go to person.  Look around without talking and see who is going to be your go to person for writing / reading etc. Share who that person might be with the person next to you.

GO TO PHRASING - Self affirmations 

Front load them with go to phrases: 

If I am busy who can help you?

Where will be your best go to place?

If you get stuck what could you say to myself - I am kind, I am happy, I can do this count them off on their fingers - remind them to touch their fingers to remind themselves of all the things they are good at.

How will you show aroha for yourself and others during morning tea today?

Who will be your go to person at morning tea?

What if that person doesn't want to play with you - what can you do?

Check in’s - add the images to the check in cards and then can just put cards out in idle of circle and say line up to show how your morning tea was.  Thats all you need to do.

Interesting activity is about what they DO want to do to make it work for their learning or in the playground

E.g I don’t want to write about this

What tools do i need….

 to be successful for my learning?

To have a great lunchtime.

Tuku Iho - It’s bigger than ME

Individual photos and pages - they need to own this and choose their own photos so that they own it and they have the narrative of it that goes with it.

Can just be a strip for each individual.

Teacher also needs their own strip (same size as the kids)

Mana - how can we help develop the idea of this with the kids.

Mana can be 

• Enhanced / increased / lifted up

• Maintained / stay the same (this is what we want)

• Decreased / let down 

How do we make somebody feel when they come into the classroom?

How do they know that this is the best class in the school?

Display with the arrows so they can see if what they did put the mana up same or down

Leader of the day could put out the check in colour cards.