THE CODE

 A Systematic Approach for Teaching Spelling

A day of learning about Liz Kane's The Code

Little trauma becomes big trauma. Can impact attendance, engagement and learning. Can avoid learning tasks to avoid the shame of not being at a level that is expected.

LETRS Training and MSL - Will be really good professional development. Catch Up Readers...good for older, struggling readers.

Thinking about our school:

At least 60% of tamariki require code based, systematic and explicit instruction. 

Spelling is needed for proficient writing. 

Vocabulary Check Activity:

We had word cards and meanings to match up. 

Focus on Phonemic Awareness. Liz Kane Facebook Page is a good one to follow.

Some things are not for discovery, some things just need to be taught. Error-correct as we go. 

Syntax and Grammar programme. Kids writing definitions is not learning vocabulary. They need to engage and interact with it. 

Engagement Norms - Turn and Talk, Cold call, non-volunteers, whiteboards are good for checkins and can be seen by the teacher, books, track with me, read with me. 

For me...cold call system. 

Video: An expert minute with Dr Anita Archer, who created I do, we do, you do. 

Ponderings:

Struggling crew...I do, we do, you do with teaching letter sounds. 

Students need three kinds of practice:

Deliberate

Spaced

???

Instruction needs to be interactive so students are engaged. 

WATCH AGAIN AND CHECK THAT LIST

Interactive

One of the main things that came out was the guided practice, rove and respond. Kids with dyslexia and who are struggling need loads of we do, we do, we do. 

Letter sounds every day and quickly. 

The Not So Simple View of Writing

Handwriting needs to be fluent and legible. Typing also needs to be automated. Practice makes permanent. What they have been doing is mapped in their brain.

The goal is proficient writing. 

'The small steps really matter, and they often look different to the end goal'. Daisy Christodoulou. 

Smalls steps for writing: Spelling, handwriting, teaching sentences, graphic organisers to plan. 

Writers Toolbox is a good resource. Take the time to break things down.

The Code: Part of my plan for teaching writing.

How many sounds in the English language? 44

How many ways to spell those sounds? 250...around 150 common ways. 

Orthographic Mapping:

Gluing spelling to pronunciation and meaning. Children with stronger oral language are going to perform better as when they come to words they have in their spoken language, there is something to glue it to. 

What we can write, we can read!

The writing part takes a lot of practice.

The Four Part Processing Model for Word Recognition

We are judged by our spelling, whether we like it or not. 

Teach the meaning and practice. Most of our vocabulary is learned through reading. 

My next step: We are learning homophones next week. 

Most successful teachers spend time:

Guided practice

asking questions

checking for errors

A Lesson - List 13 -ed

Daily Review

If struggling with vowels, give an anchor or some kind of support. 

Spelling voice: heart word people reading voice people spelling voice: pee op ple

Reviewing sounds: Which letters make the sound ay in play?

ay -  play

ai - paint

tch - latch

ou - cloud

ow - clown

ph - phone

people

Today I am teaching you...suffix -ed. t / d / id. Use fingers for sounds. Read through a list of words together. 

t=jumped, locked, skipped

d=waved, stayed

id=hunted, shouted

Make a chart. Read words together. 

Write in books:

locked - sound and write, underline the ed. 

played - 

shouted - 

jumped - underline suffix ed

growled - 

waited -

Do about 8-12 words. Scaffold first ones. Pens down and read through the words. 

Listen, say to buddy and write it down. 

The house is locked. 

They planned a trip to the lake.

He was excited to see the game.

Get really strict on capital letters and punctuation. No capitals unless they are meant to. Don't let them leave until they punctuate. Kids need to do that work in the training plan for writing. 

With dictation, the sentence needs to be held in their head before writing. 

For whole class teaching, differentiate at sentence level. Get in as much dictation as we can.

Review, explicitly teach, practice and apply. Book to get: The Dictation.

Sound Check book

Use the sheet in here to reinforce the learning of the sounds and also suffix -ed.

Check out Page 3 Introduction - Read it

Word checks are a snap shot. When making judgements, consider student writing books in order to make a call about spelling. If its wrong, its wrong. Use Sound check activities from books 1 and 2. 

Phonemic awareness assessment only for struggling readers. Used only after teaching for ten weeks. Not for students who can read. 

Dibbles screening tool - 1 minute per student, 3 minutes for whole class. 

Wasting time doing Probes. 

Data sheet is on Liz Kane website. Takes ages to put the data in. 

Kids need to be reading all the time and every day.

Cognitive Load

Human brain can only process a small amount of new information.

Working memory - what we use to learn new ideas and manipulate information. Limit of 4-7. 

Things in our environment can take up space in our working memory. Being uncomfortable etc...lots of things creep in and take over working memory. We want to automate spelling and handwriting so we can retrieve it and it doesn't take up much room.

Make sure we are not overwhelming kids as we teach. Bite sizepieces and loads of review.

BANCH 

ABC NETFLIX HBO CNN TVNZ FOX

The more mastered something is, the less working memory it takes. 

Goal: Optimise intrinsic load. 

Extraneous load: tangents, outside noise, 

Implications:

Be clear about what you want to students to learn.

Be direct and explicit - cut iut redundant information.

Give worked examples - modelling

Daily review and retrieval practice

Predictable, repeatable routines with low variance - Use simple language and consistency across the school.

Managing cognitive load - Daily review, explicit teaching, practice and apply.

If it's worth teaching, it's worth reviewing. 

Handwriting - Transcription

Get kids to write the alphabet. 

If kids can't write the letters, writing will be a real problem. Output is impacted by transcription issues. 

Explicit teaching - "I am going to teach you the long spelling for /j/"

The sound is /j/, the spelling is dge. One syllable and straight after a short vowel. 

dge - fudge, 

Create a T Chart to check one syllable and short vowel.  Cringe and huge...with older kids, use non-examples too. 

Write: dge.  dge.   dge.  dge.   dge.   Write the pattern 5x across the page saying 'dge' as you write.

Student practice: 

List 40 CVC doubling rule. CVC and Vowel Suffix

Base Word.      Suffix.       New.

C goes with a.o and u and k goes with the other two. 

The Jobs of Silent E

Make the vowel long - bit>bite

Makes c and G soft - dance, hinge

Keeps I U and V from being the last letter - pie

Shows the word ism't a plural - lapse

Adds a vowle to c+le syllables

Makes th voiced

Clarifies meaning

Morphology - study of morphemes

Morphemes 0 the smallest unt of meaning in a word.

Bound and unbound morphemes

Bound - in+struct+ion Struct cannot stand alone,

un+help+ful. Hearing about prefixes can start early. 

With older kids...Phoneme / Morpheme Analysis.

Morphology chains:

Basic Word Matrix: 

Jason Wade Education: the sensible spelling system.

Catch Up to Keep Up (Insert those three photos). 

Target students get core and more. 

Intervention RTI: response to Intervention. RTI is a process that aims to provide targeted instruction for students that need it most. (Add tier 1 - 3 pic). 

Scripts

List 20

I am going to teach you a spelling for the sound /ē/. The sound is e the spelling is ee. 

Pronunciation, sound, meaning.

Review homophones regularly. Will be recommended to teach a homophone a week and add in your review. 

Today I am teaching you the sound a spelling for the sound ea. The sound is e the spelling is e a. 

The sound is...

The spelling is...

What is the sound?

What is the spelling?

Say...sounds...'I hear ur and I spell it u r'.

List 28 R controlled Vowels

I am going to teach you a spelling for the sound er. The sound is er the spelling is e r. Say herb, sounds? I hear er and I spell it. What's the sound we are learning? How do we spell it?

Today I'm teaching you a spelling for the sound ur. The spelling is u r. 

I am going to teach you the prefix re...it means, do again? What does it mean? 

List 60

The sound is /u/ the spelling is ou and the sound is...

I am going to teach you the spelling for the sound /o/ after a 'w'. 

Watch, I hear qu has two sounds k & w...so quad has the W effect so it's an a. 

Heart Words - High frequency words that may have a part that may be irregular. Need to be able to recognise some of the sounds. Some, you just need to teach the spelling. Review through a flash card or on the screen. Be creative with ways that you can get kids to spell these words. Spelling voice is helpful and makes it easy. 

Once you have this learning, you need to give yourself a year to practice. Take time. One group or whole class. One list a week...two parts=two weeks. Timetable pic, works for the whole class teaching. 

Middle Leaders 2024

 Supplementary Course

5 Maehe 2024

Self Reflection on Leadership and What it Means:

Reflecting on our own leadership helps us to become better leaders. 

• What do you believe leadership is?

• 

  Strong relationships

• 

  Being approachable

• 

  Trusted

• 

  Supportive

• 

  Best interests of all

• 

  Effective communication

• 

  Being able to see the big picture and the details

• 
  

• Who has influenced you as a leader?

Greer Doidge - One of my first mentor teachers when I was a beginning teacher. Knew her stuff, great fun and always keen on a laugh but also highly professional. Gave me some of the best feedback and feed forward that I have had in my career. 

• What aspects of educational leadership do you think are the most important?

For me, trust is a big one at the moment. Honesty in being able to question things or share things and kow that it is a safe space. I think in educational leadership, you need to have the tamariki at the centre of all that you do. Sift through what is not important. See the learner as a developing person not just the kid in your class/school for however long. 

With your own situation in mind. Look below at the qualities of middle leadership

Select and write down 4 things that you do well and often as a middle leader and think of three that you would like to give more thought to.

Cultural Responsive Practice

What is the aim of culturally responsive practice?

Patara, 2012 P50

Relationships are key.

Purpose: Affirm or challenge what we do at school. 

Watched video of Brigham Riwai-Couch. Was hard watching the first time and is emotional watching it again...so I 

10 Ways to Teach Me

1) Have no other goal other than to teach me.

2) Have high expectations and believe I can and will achieve.

3) Don't underestimate the importance of pronouncing Māori words correctly.

4) Show whakawhanaungatanga - Relationships.

5) Honour the Treaty as the principles apply to education.

6) Don't kill my wairua, belittle me or put me down.

7) Design and deliver lessons to engage me. 

8) Use our culture and identity as an asset in the classroom.

9) Know that achieve is good, merit is better, excellence should be the target.

10) Understand that one size does not fit all.

Need teachers who try, and try and try again.

Learning From the Middle

Leadership needs to be distributed. 

Māori Whānau Hui 2024

It has been a long time since we held a Māori Whānau Hui so it is great to be doing one this year. I am really looking forward to meeting with some of our whānau and hearing about what they want from us and how we can work together to get the best possible outcomes for our Māori students.

Māori and Our Values

Each of our school values has a Māori phrase that encapsulates the essence of the value. To encourage the use of these and the inclusion throughout the school, I added the relevant poster to each of our weekly values slides. 

I think it's an absolute waste of time and space if we don't keep our Māori kupu alive. Why bother having them there if nobody does anything with it. Tokenism at its best...but not for long.

I created the posters last year to try to encourage teachers to learn them and be able to share this learning with our tamariki.  This worked really well in our senior hub, Te Ara Angitu. Students were able to say what they were and what each part meant. The goal now is to have staff and students in all hubs using these kupu regularly and naturally. I'm looking forward to that.

Mihi Whakatau 2024

For the first time since being at Ara Tū Whakatā Gilberthorpe School, we added mihi whakatau to our school cultural responsive practice. My role in this was to support staff in knowing what would be taking place and what each part of the process was done for. I talked through what our whaikorero boys would or could say. 

I approached one whānau to see if they would like to be involved with some of the main roles, however they were unable so we have made a bit of a plan to get some support in learning how to do the karanga and whaikōrero. For this I am hoping to get some support to have a workshop or some kind. 

Another teacher and I performed the kaikaranga roles for this mihi whakatau and it would be awesome to build on this.

My next step: To support staff to become competent and confident in running mihi whakatau as an embedded and natural practice. 

Urū Mānuka Teacher Only Day 2023

Urū Mānuka Teacher Only Day 

Noema 2023

 Vision for Young People with Pene Abbie

Tumuaki Paparoa Street...not, she's moving on.

Game: Taco, Cat, Goat, Cheese, Pizza

Purpose: To become familiar with Te Mātaiaho. Discussion around Facebook page from the Ministry about  intentions for school and kura. 

1991 - Roll out of new curriculum documents. Were colour coded and teachers had activities where they used jigsaw puzzle type activties to learn about achievement objectives and content.

2002 - Stocktake of the curriculum introducing the nautilus symbol. Colours again respresent curriculum areas.

2007 - Lots of content in the front end and key competencies, values etc.

2021 - Decision to refresh what we had. Curriculum Refresh Time!! It is the time to do this and to keep tryng for our ākonga. See what is missing and fill the gaps. 

For us: Keep our learners at the centre!!

Photo Activity: We all had to bring a photo of a student in our class. I chose Mikayla. We shared why we chose them and although mine was because Joanne had some options for me, it was easy to talk about why I chose Mikayla, particularly about when she did the trust fall at camp and blew me away.

Key Messages and Challenges from Video: This video was about a group of rangatahi talking about their responses to the current curriculum and the vision they helped create for Te Mātaiaho.

Key points I heard:

• Involve young people
• Identity is embraced and accepted
• The voice of young people being heard in order to affect change
• Current one fits one type of person
• Inclusive of additional needs and learners from out of mainstream
• Te Tiriti of Waitangi and how we address and include.

For our young people and their whakapapa, how will they know their connections and what is our responsibility to make these available? 

This vision for young people is driving this refresh. How will this look? 

We, the ākonga of Aotearoa, know our world is connected, our wellbeing is collective, and that we have a shared responsibility to each other. This if for the ākonga. 

We understand our roles in giving effect to Te Tiriti o Waitangi and its principles. What is this like for a five year old?

We are strong in our identities, languages, cultures, beliefs, and values. This means we can confidently carry who we are wherever we go. Even if we are living overseas. 

We have a strong sense of belonging. This builds the foundation to be courageous, confident, compassionate, and curious. We understand that success can look different for us all. This means we can learn and grow from our experiences in a supportive environment.

We engage in learning that is meaningful to us and helps us in our lives. We can build and navigate knowledge, using our heads and our hearts to make our decisions. What does this look like to a 14 year old boy?

We are kaitiaki of our environment.

We acknowledge and appreciate our differences and diverse backgrounds and viewpoints. How does this look in different places.

We positively contribute to our communities, Aotearoa, and the world. 

Walk Around Activity - Pick two random people and move around the space. Keep them in your sight and walk around the room, forming an equilateral triangle. Meet and greet. Good to chat to other kaiako from different schools.

Group Task: Unpacking parts of the vision.

Put the photos of our kids on the big sheet of paper. Using one part of the vision, write three ways is plays out in your classroom. How will learners have this experience? Kahui ako level? What is next? 

Good ideas:

Bilingual Buddy Reading

Story Read: 

Connections:

Leonie HHS

L...Wigram

Presenting Maths with Kylie (MOE) and Megan Martin

Game: Head and Tails Statement about anxiety about maths starting before school, % of Year 9s who will be math literate, teacher trainees ability to teach Math at Year 7 & 8. (Incorrect heads or tail sits down). 

Literacy and Communication and Maths Strategy

Learners enter with different maths skills and experiences, experience bias and discrimination, (Missed the rest of her points...changed the slide too quick). 

Learning Areas of Te Mātataio

Q. What is Math? Understanding the world, puzzles, banking, numbers, problem solving, shopping. 

Whakatauki - Āno me he whare pūngawerewere Behold, it is like the web of a spider. Discussion: Strong anchor point to hold the web, progressions, not only one way to build a web, can be scary. 

Topics and tasks that reflect the identities and cultures of every student.

Changes:

Celebrates what is unique.

Supports ākonga to see themselves in their learning

Clear progreesions...notice , recognise, respond.

Anchors progression with outcomes. 

Understand: Big ideas that don't change.

Know: Contexts that you look at the big ideas through.

Task. In pairs, we had a series of questions to answer by looking through the 

Have a look at the progressions sheet in order to be able to see what should be happening at different year levels so you know what happens before your year level learning can happen. 

We looked at the following videos and discussed what we recognise from current practice and what opportunities we could see. 

 Ka Hikitia Ka Hapaitia with Emma Royal

Came from 2017 tour taking to the community within education to find what is working well for Māori, what needs improving and what next. Tau mai te Reo came from this as did many others. Tau mai te reo is the Māori Language strategy and has it's own mana, for supporting all ākonga in Aotearoa to flourish.

Ka Hikitia is the Māori Education strategy.

Guiding Principles

Excellent outcomes

Belonging

Strengths Based

Productive Partnerships

Te Tiriti o Waitangi

Discussion - What would we see if we saw Māori experiencing success as Māori. 

NELPS are same as objectives in Ka Hikitia. They are the same. 

1994 First deliberate Māori education strategy.

Outcome Domains:

Task: What are we already doing that is breathing life into Ka Hikitia:

Be deliberate about what we are doing. 

Action: To make mihi whakatau part of our school culture and also Māori whānau hui. Create a school haka and waiata.

Pasifika Education Plan with Jason Tiatia

Lead advisor for Pasifika education. 

Quiz: Action Plan for Pasifika is over arching, Tapasā  document. 

An introduction to Tapasā

Tapasā is a resource that provides a Pacific learner lens to Our Code, Our Standards | Ngā Tikanga Matatika, Ngā Paerewa.

Tapasā – Cultural competencies framework for teachers of Pacific learners
The Tapasā framework brings Pacific perspectives to effective and quality teaching practice at different stages of a teachers’ journey in key areas and transition points for Pacific learners in early learning, primary and secondary education.  

81,000 Pasifika students in primary through to secondary and is growing. 

There are 5 key shifts in the Education Plan. 

Talaono ako - is after school learning. Power Up was previous name. Is also a language app. 

Tongan is the second most spoken language in Oamaru.

Pacific students who preside in South Island is 9%.

Pacific Education funding is available to whānau, kura etc. 

Know your audience, know your students, know your whānau.

It takes four cups of tea before trust can be built.  Relationship is the number one thing to build trust. 

Fono = meeting

Talanoa = discussion

Key Shifts

Language - 

Confront Systemic Racism -

Enable Every Teacher -

Partner with Families - 

Grow, Retain and Value -