While looking at resources for teaching athletic skills I found heaps on the Sport NZ website.
http://www.sportnz.org.nz/managing-sport/search-for-a-resource/guides/kiwidex-manual
http://www.sportnz.org.nz/managing-sport/search-for-a-resource/tools-and-resources/teaching-resources
http://www.sportnz.org.nz/managing-sport/search-for-a-resource/guides/fundamental-movement-skills
Sunday, 15 October 2017
Friday, 13 October 2017
Writing PLD - Cath Runga, 13th Oct
Peer Sharing
Evelyn and Debbie - Supporting students whom we have identified as having a specific writing challenge using digital technologies
Using voice typing on google docs
http://www.telescopictext.com/ - extends stories
Peggy and Emma
Pick a path stories using google slides
Using links between slides for each choice. e.g. Should he go to the park or the pools? The reader then chooses which one to follow. Writer tends to diverge on each slide. Would take quite a bit of work to figure out how to get it back to the same ending, or join up in a few places.
Our presentation
We shared with the group our writing about bird feeder. We talked about the language experience was really important and that the sequencing and picture plans were so important in being able to say and write all the steps.
We had some good discussion about how the picture plans are important. Cath talked about some research from Australia that showed that more focus on the drawing in the first 6 months was important. Adding detail into the pictures and only putting in what they are going to write about. e.g if they're not writing about the sun don't put it in the picture.
Pam - Oral Language
Oral language achievement expectations - from Learning through talk
At school entry
- Use pronouns accurately but may have difficulty in tracking pronouns in extended talk e.e. when retelling a story
- Can retell a story they have heard read aloud, using the pictures to help them
- Use grammatically correct sentences to talk about things happening now, in the past, and in the future
End of Year 1
- Can negotiate across a range of contexts, for example, can co-construct rules for a playground game or ask for permission to borrow an item
- Can remember and follow instructions asking for more than three actions
- Enjoys discovering new words and attempts to include these in their speech and writing
End of Year 3
- Can summarise the main points of a discussion
- Appreciates humour and wordplay and may tell jokes
End of Year 4
- Is confident in giving and receiving peer feedback
- Uses oral language structures and text features for impact, for example, humour, expression, tone and gesture
- Shows awareness of audience and purpose through choice of content, language and delivery
- Draws on understanding of morphology when speaking or writing e.g. uses prefixes or suffices to generate new forms of familiar words
End of Year 8
- Expresses disagreement in appropriate ways
- Is confident and competent in asking questions with familiar or unfamiliar people
Books to look at
Learning through talk
Much more than words - Downloaded from MOE site
Essential oral language toolkit
"Start with a true story and then tell lies"
"Girls draw nouns and boys with draw verbs"
Cath
Teaching reading, writing and maths within inquiry, science, art etc - contexts.
Evelyn and Debbie - Supporting students whom we have identified as having a specific writing challenge using digital technologies
Using voice typing on google docs
http://www.telescopictext.com/ - extends stories
Peggy and Emma
Pick a path stories using google slides
Using links between slides for each choice. e.g. Should he go to the park or the pools? The reader then chooses which one to follow. Writer tends to diverge on each slide. Would take quite a bit of work to figure out how to get it back to the same ending, or join up in a few places.
Our presentation
We shared with the group our writing about bird feeder. We talked about the language experience was really important and that the sequencing and picture plans were so important in being able to say and write all the steps.
We had some good discussion about how the picture plans are important. Cath talked about some research from Australia that showed that more focus on the drawing in the first 6 months was important. Adding detail into the pictures and only putting in what they are going to write about. e.g if they're not writing about the sun don't put it in the picture.
Pam - Oral Language
Oral language achievement expectations - from Learning through talk
At school entry
- Use pronouns accurately but may have difficulty in tracking pronouns in extended talk e.e. when retelling a story
- Can retell a story they have heard read aloud, using the pictures to help them
- Use grammatically correct sentences to talk about things happening now, in the past, and in the future
End of Year 1
- Can negotiate across a range of contexts, for example, can co-construct rules for a playground game or ask for permission to borrow an item
- Can remember and follow instructions asking for more than three actions
- Enjoys discovering new words and attempts to include these in their speech and writing
End of Year 3
- Can summarise the main points of a discussion
- Appreciates humour and wordplay and may tell jokes
End of Year 4
- Is confident in giving and receiving peer feedback
- Uses oral language structures and text features for impact, for example, humour, expression, tone and gesture
- Shows awareness of audience and purpose through choice of content, language and delivery
- Draws on understanding of morphology when speaking or writing e.g. uses prefixes or suffices to generate new forms of familiar words
End of Year 8
- Expresses disagreement in appropriate ways
- Is confident and competent in asking questions with familiar or unfamiliar people
Books to look at
Learning through talk
Much more than words - Downloaded from MOE site
Essential oral language toolkit
"Start with a true story and then tell lies"
"Girls draw nouns and boys with draw verbs"
Cath
Teaching reading, writing and maths within inquiry, science, art etc - contexts.
Wednesday, 11 October 2017
Phases of a 1st year teacher
This was an interesting article that I read as part of my Online Mentoring PD. It talks about the phases that teachers go through in their first year of teaching. Although it is American, it still translates pretty well into what I think most teachers on fact cycle through each year.
Link to Article
Link to Article
Monday, 9 October 2017
Phonological Awareness
Why I want to have a much bigger focus on phonological awareness....
What if... we could prevent dyslexia? - Gail Gillon lecture
http://www.canterbury.ac.nz/media/documents/education-and-health/gail-gillon---phonological-awareness-resources/literature/Gillon-2000.pdf
http://www.canterbury.ac.nz/media/documents/education-and-health/gail-gillon---phonological-awareness-resources/literature/Carson-Gillon-and-Boustead.pdf
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