Awareness of Vocabulary - Gaylene Price - 170918

Part 1 Number 1 2002 - Lete's Dream

What words would you be noticing and why?
swirled fale slipped feeling surprise warmth dream joy

Categorise them
Feelings - surprise, warmth, dream, joy
Describing/adjectives - slipped, swirled, opals
Cultural words - fale, coconut milk, islands, Pacific, frigate bird,  Lete

Began to talk about how we would construct a glossary as we go.  Then began a discussion around getting on with reading e.g. reading recovery teacher approach versus schema building as being vital for understanding.

So back to the vocabulary - how we grouped words - discussion around the group
Fiona - cultural words
Rachel - the grouping of words - return to her island home, long to return
Gaylene - talked about the repetitive image of colours blue, the colour of opals

Strong verbs can lift a piece of writing from level 1 to level 2.  Logical paragraphs can lift a level 2 piece of writing to level 3.



Book - Learning in the Fast Lane, 8 Ways to put all students on the road to Academic Success.  Suzy Pepper Rollins  (Great chapter in Vocabulary)

Looked at pronouns, possession, time connectives.



What should we do to teach Vocabulary?
Looked at images and discussed.
Lucy and I though - Matariki images shows the English meaning of a Maori word on a feather.  Great because it's visual.  One thought was it would be improved by having an image (rather than a feather) that matched the meaning.

Other ideas - jump on the word (floor), picture and brainstorm/word web coming out of the image, reading vocabulary colour level words, other ways to say said, word cline - shades of meaning, concept circle with topic words in a box - use words in a sentence

Some ideas just look messy and busy.  Makes us ask if children would know where to look.
Need to construct vocabulary with children and then finds a way to ensure children have access to the vocabulary.

Gaylene Price - PDL - Literacy and ESOL

Literacy - PLG 28/8/18

Worked in groups to share resources that are working well.

Three stars and a wish - photocopy onto sticky labels so you can just stick it straight into work

VCOP - a good resource for encouraging different sentence starts and conjunctions.  Copy this and kids can highlight it as they use.

Teacher from Allendale - continuous story.  http://www.testvalleyarts.org/continuous-story.html

Article - Getting a Story for Writing by Using Familiar Text - Robin Peirce - Spring 2006 Journal of Reading Recovery

Other Ideas

Gal Price - University of Canterbury - Where to Next with Writing

Literacy Across the Curriculum Lead by Gail Price - Staff Meeting PD 31/7/18

Page 6 of Effective Literacy Practice - First Paragraph

Page 11 of Effective Literacy Practice - Quality environments and interactions with students are crucial
to developing writing skills

What is important to You (Round Robin of What is important to each of us)

• The breath of scaffolding (from beginning to end)
• Purpose/real life context
• Achievable goals
• Interest of students/shared experiences = motivation
• Writing for an audience, knowing your audience, and getting feedback
• Building on shared experience
• Scaffolding
• Inspiration
• High expectations
• Making a task achievable - tools e.g. speak write
• Cognitively engaging
• modelling - sharing good quality writing from authors
• Oral language
• Making it fun with a sense of progression/something to achieve
• That the child believes that the teacher believes in them

Gail Price shares her ideas

A whole lot of really good ideas that I missed ( will forward to us)

Model that you are a writer/reader

Writing process is the same across all ages.  The depth of thinking is the difference

Literacy Acquisition of Effective Practice pg 24-25

Effective Literacy Practice Years 1-4

To be successfully literate, students need to master three key areas of reading and writing: learning the code,

making meaning, and thinking critically.

Learning the code: This means developing the ability to decode and encode written forms of language.

The focus is on the conventions of written language and the skills required to read and write letters, words,

and text. “Cracking the code” is an exciting intellectual challenge for learners.

Making meaning: This involves developing and using knowledge, strategies, and awareness in order to

get and convey meaning when reading or writing. It also involves understanding the forms and purposes of

different texts and becoming aware that texts are intended for an audience.

Thinking critically: Becoming literate involves reading and writing beyond a literal, factual level. It involves

analysing meanings, responding critically to text when reading, and being critically aware when composing texts.

It also involves responding to texts at a personal level, reflecting on them, and finding reward in being a reader

and a writer.

When is the act of writing taking place in our classrooms

Writing comes in many languages - notices, books for kids to read in their own language

Is there a consistent way that we talk about the writing process across the school.

Is the consistent way we word,eit, craft across the school.  

Language features - how are we ensuring that kids have access to this

Next 20 minutes work in teams

Filled this form in with the Team using our Inquiry overview and what we have taught so far. This would be a

planning sheet for the whole year.

For Hapua this looks like

Teaching needs in point 3 are arrived at using the The Literacy Learning Progressions for your year level.  

Look at the list and record the things that are not already covered already and record at point 3.

From here work as a Team and Create a Plan for what opportunities there are in our Team Inquiry to cover these points.  

Fiona shared her team poster showing Waipuna’s direction for the remainder of the year.

Gail reads from Sharon Creech - How does Miss Stretchberry help Jack?

Hereora Cluster Professional Development 25012018

Hereora Cluster Professional Development 25th January

 Presentation by Lucy Hone

MHERC - Learned Optimism

Canterbury District Health Board - Mental Health

Garry Taylor - Specific Feedback and Walts - Staff Meeting 30 January

Giving Feedback - Staff Meeting 20/2/2018

Homework - bring a piece of work to this meeting which shows that you have given feedback.  Discuss in groups of three/four.

Then consider...

In relation to the example that you shared.

Watch   https://www.youtube.com/watch?v=TnLNI2fXt_M  A youtube clip where an educator discusses feedback in relation to making a birdhouse.

Points made in our discussion after watching first part of video

• Timeliness - when to give feedback
• Look at capabilities and effort put into it
• What is important
• Does it work versus the look of it.

What’s the most important part of this learning?  Then that is what you feedback on.  Garry Taylor

Watch second part of video

• Important not to overwhelm
• Decide on the most important aspects/qualities/skills to get there
• Consider resubmission - important to give the chance to integrate the feedback into a second try.  Need to be explicit
• Be deliberate
• Be prepared to come back to it later
• Develop a model together

Read Assessment for Learning - Teacher Capabilities Matrix pg 5