Anita's Teaching as Inquiry Blog

This morning in phonics we used our sound boxes, learners are really getting the hang of spelling words that can trip them up when reading.  This helps when children are having difficulty hearing the individual sounds (phonemes) in words and writing the corresponding letters to make the words. This in time is helping learners to decode words and help with reading fluency. Phonics-Sound-Elkonin-Boxes.pdf list words

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.

Hub 10 are excited to be in a new hub.  Reading is taking place as per normal.  The great systems and routines have paid off, as now matter where we are we know our process for learning.

Taking on board the research about work attack strategies to develop decoding skills for early stages of reading. We are using talking tins to break up the vowel sounds to support with spelling and reading.  This talking tin is teaching the 'ie, y, igh' words.

Excited about my new modeling books I have created for my reading groups.  Using the gap analysis in School Talk I can see we need to continue to cover making predictions. Yellow what we will be working on in week 1 and the green shows what we have achieved. Below are some slides taking from modeling book to show how my design for learning is supporting the learning progressions in school talk.  Ensuring the learning process is part of learning journey.  

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.

This was a great opportunity for teachers to dig into the Maniakalani Achievement Objectives and see where teacher's Inquiries may align or be able to take away some best practise or effective ways to meet the needs of our diverse learners in our Cluster. Each teacher made a comment on CoL teachers blogs and reflected on their Inquiry.

This study is taken from Roxanne Hudson 2005 The graphs above show that Alphabetic work, word attack skills and manipulating letters is an integral part of improving reading levels, especially in years 1-3.

An exciting time for Hub 10, we are moving into Temporary Hubs.  Such a great opportunity for our learning through literacy and Numeracy.  In Reading we are making connections to the The Bernstain Bears' Moving Day. This covers or learning intentions in school talk about making predictions. We will be making connections to our personal experiences