Anita's Teaching as Inquiry Blog

  From looking at Sheena Cameron, TKI, within my school and across the CoL, there are a range of ways to give feedback in writing through sharing the successes and challenges but I believe their is a missing piece about how we give this feedback and who is involved. Refining my question... "How can I use feedback and feedforward in writing to build relationships with whānau and my Māori and student support learners to create a greater shift in learner's writing?' At Stonefields School we have three  CoL teachers who will  collectively work on this goal? Our brainstorm... Have flexi connects with a learner and parent virtual or physical after school to discuss the feedback throughout the week, along with the child to discuss success, challenges and next steps. Provide School Talk support  and other workshops for whānau to build home school partnerships. Whānau voice of what is going to help when giving and receiving feedback? Create and use strategies and ...

Student Voice I want to know what learners view on reading is and how to unlock ways for learners to experience success in reading.   Do you like Reading? Why? What are your favourite things to read? Who reads to you? When? What do you find challenging about reading? How can I help you more in your reading  Please see this link to hook into what some of my learners are saying? 

So how am I going to articulate my theory to practice... If I provide real, authentic learning experiences that relate to culture and learners interest in my teaching, then students (especially Māori and boys) will be more engaged at a deeper level and more of a willingness to learn. If students engage in this way, it will improve their reading, oral language, word attack skills and comprehension levels. Improved oral language and reading ability, will lead to better achievement in Reading because the learning will be real to them, delivered from a context relevant to selves and whanau embedded at a deeper level.

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 t o 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. Collaboratio...

A great way for the CoL teachers to reflect on our Inquiries and use this to discuss together.  This is the exciting part as Dr Graeme Aitken promotes is the collaboration between teachers sharing their inquiries that is the powerful part of the teaching cycle.  I made connections to other tonight about what other areas of my Inquiry I can work on.

Great wonderings Dorothy. 'Looks good Anita. I was wondering what you intend to do with this - or have done? Do you see similarities to Reading Recovery strategies and Quick60?' Taking this research in mind I am now using sound boxes (see past blog posts) and covering word attack skills in every reading session, as this is the foundation to reading decoding.  This is certainly what reading recovery is saying from my last visit to a reading recovery teacher last term.  Reading Recovery has more than 30 years of research and evaluation results: the strongest body of evidence for any literacy intervention. However, I am interested to learn more about Quick 60 to see how I can use the strategies with my reading.

Wow! What an awesome experience with the Year 1's Room 18 at Point England School.  Taking the collaborative approach I visited Khismira (CoL Across School Leader). She was great!, the experience was invaluable. I took away so many fabulous ideas to support student agency in Literacy and numeracy.  It opened up new possibilities to integrate into my design for learning.  Thinking about using School Talk as the driver to incorporate more digital learning to increase student agency and hit that sweet spot! 

Learners using their bookmark to provide them with strategies to chunk words out.  It is an effective way to create learner agency.

Teaching reading and viewing Guide for Years 1–3 October 2010 Excited to find some more research with practical ideas and strategies to be mindful of been thorough and highlighted what I am doing in green and what I could do more of... see next post.  

This information from NZC Reading and Writing Standards for Y1-8 has been communicated with parents making these points explicit through using school talk learning progressions. Looking to run another Reading together workshop including and extension on how to teach HFW, phonics, decoding and comprehension activities.

Following on from Graeme's talk on his scanning research it is apparent that we reflect on the middle part of this model.  It is not about what our learners need to change, it is a about what can I change in my practise.   Become a vehicle for appraisal - this model is an ongoing process.  How can we move beyond this thinking that our inquiry is one big idea to a more collaborative approach not only within our hubs but across schools. I am reflecting on what is going to make our learners buzz! and have fun in their learning.

This table summarises the 6Year Net data. N/A learners have not turned 6 yet. 2016 indicates learners turned 6 last year. The Red (names been deleted) are learners who are below National Standards in Reading.  Of these 17 learners,  7 are boys. Below pie chart shows a snapshot of the data and their stanines and totals ( 3 – 4 struggling, 4- 6 average, 7-9 achieved).

Here are some of the key trends of barriers teachers are faced with in teaching their learners to read.

Marzola 2014: Barriers of Reading, comprehension. Word identification, limited vocabulary, prior knowledge, word attack skills, comprehension strategies, thinking skills, lack of stamina and memory, lack of confidence and sense making is what I take from this.  My Inquiry looks into how to best cause shift in learning to reduce these barriers.