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!


  
 

Comments

Post a Comment

Popular posts from this blog

My story this year...

My openness to facing the challenge of reducing barriers in reading. As part of my community of learning Teaching  inquiry goal I’ve been looking into what are the barriers in reading and identify what we can do to overcome these barriers. I work in an innovative learning environment, in a hub with 86 learners and 4 teachers. 12 of the learners have been below national standards in reading. This has allowed me to work intensely with learners who are below their chronological age group throughout the year. After looking at the huge range of challenges these learners are faced with, it’s given me a sense of urgency and motivation to build their learning capacity and cognitively engage these learners so they can make an accelerated shift in their achievement. We are a 1:1 Ipad hub, so students have the opportunity to become digitally literate and drive their learning. I’ve created rich tasks that specifically work on decoding, phonological awareness and comprehension depending o
Read more

'…reflective, critiquing…inspired and willing to be discomforted'.

Image
    Today I was inspired by Jannie van Hees who later thanked me for being ' …reflective, critiquing…inspired and willing to be discomforted'.  I began to think.. Why do we group our learners according to their colour level? Is that what is going to give us bang for buck ? Maori learners data from end of 2017 shows... How am I ensuring a balance between the digital world and hands on experiences to create a love for reading? The struggling reader, how do I open a new world of reading for them? Are learning spelling words helping learners to read? Are these words transferring in their writing?  Do I know my learner's knowledge about reading? wouldn't reading about learners breakthrough passions help to increase their vocabulary, knowledge and language? Link to this article So when I read this article I see some areas to work on: Organise reading challenges  "We challenged students to read one book, fiction or non-fiction, from a wide ran
Read more

Inquiry Summary - Burst and Bubbles 2022

Image
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing  If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing,  The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home.  I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Read more