Anita's Teaching as Inquiry Blog

This article was such a great read, thank you Jannie van Hees.  Have attached some quotes Reading aloud is associated with a range of literacy skills and cognitive benefits. Reading to children in the early years has been linked to related language growth, emergent literacy and reading achievement (Bus et al., 1995). A recent analysis of 29 studies found “significant, positive effects for read-aloud interventions on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes” suggesting that read-aloud interventions “provide children at-risk of reading difficulties with higher literacy outcomes than children who do not participate in these interventions” (Swanson et al. 2012, p. 13). So as a team we may want to introduce D.E.A.R (drop everything and read), with a song or certain sound. Introduce this a daily item. All building learners capacity to and desire to read, increase the enjoyment and motivation. Create a love for reading by

When Jannie van Hees talks about the importance of building rich, authentic experiences to build the level of vocabulary of our learners. I am thinking of rich texts like these where there is an opportunity to expose our leaners to fiction and non-fiction text. Texts that relate to culture and identity. This text will support in creating success for all learners including Māori and boys.  Scaffolding the struggling learner has stuck with me too. A learner who might be reading at level blue, why not expose them to texts like this to enrich their vocabulary, knowledge and hook them into wanting to read.  When I think of my design for this shared book, I am thinking about the LEARN, CREATE, SHARE model of having a digital lens, oral language, reading, writing and using our body to learn with this context. I am excited about how things are making sense about my next steps of how my impact can make a difference. 

Using our Teacher Effectiveness Rubric I am reflecting on where I am growing my practice.  There are two main areas that I am looking at:  Makes Learning Real and Building Relationships by being more culturally responsive.  This is what I am applying in my teaching practice.  Uses ‘learn, create, share’pedagogy when designing learning. Creates opportunities for learners to feel empowered and makes connections to learning process visible for learners. This is what I want to become a part of me in my practice. Uses the pedagogy of ‘ learn, create, share’ innately when designing learning. Enables visible and ubiquitous learning, strong learner agency and connectedness to grow knowledge and deepen understanding. This is what I am applying in my teaching practice.  Has a growing awareness of learners’ talents and further hones to ensure they become strengths. Utilizes these in planning for further learning. This is what I want to become

    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