RPI #9 - Sharing

 Reading Practice Intensive

Visible Learning - Sharing in Reading

Next step: Next week, after camp, I would love for ākonga to explore some blogs from across the motu. 

Tips for blog posts:

Have these available to ākonga can be constantly reminded about the quality of their blog posts.

Make sure the blog work is planned for and visible through the learning site and a regular and integral part of what ākonga do. Use a quality check with a buddy and 

Use 'Ready to share' rather than 'finished'. A Hand It In space will support accountability.

FIOP - Finish it off Properly

Feedback and Reflection

In relation to our success criteria and what learners have to do to have the expected outcomes. (Don't add it to everything).

What will help me build on for where I need to go?

For me, I think I need to be more deliberate in using descriptive and generative feedback. I will aim you use Mote in the coming week. Has a limit of 20. Shift, command, 5 is a good way to record and audio on your Mac.

Mote - How cool for giving feedback. I used it for some feedback on our Te Marama poems. I had the Types of Descriptive Feedback open which helped me trying to have more than one type.

Global Feedback - Use that for a type of feedback that will be for all or many of the students. 

For Feedback Routines - What is Going Well?

Collaboration

My reflection on wider opportunities to collaborate. What might I add or tweak.

My first thing would be to review the expectations clear. I then want to be more deliberate in my planning for collaboration opportunities. Maybe some symbols would be good to use.

Some of our learners have been doing some collaborative writing. They write from a different character's perspective. I'd like to do this more.

I like this as it is something I have been working to improve. 

This shows how much learning and practice can happen through blog commenting and responding. 

Whānau Engagement

It possibly won't always be how we want it, but sharing can definitely help keep whānau in the loop with what we are doing.

How can I as a teacher, support whānau involvement?

I just had an idea of something I needs to do. Using the Reading Challenge activities, scaffold these one at a time, so ākonga are confident with them and can make informed choices later and at home.

Add into our task boards, an element for sharing of reading. This could be done a few times a term. Utilise or new local library space and invite whānau to come with us as we walk there.

Connect Home and School

Language Weeks - Get whānau to come in and read a story to classes.

Does my site have a go-to portal for ākonga to access follow-up mahi? No...not yet, but this is definitely something I would like to do. 

How will I develop and make a plan for my kete of skill builders? 

The padlet we used to look how we would plan for sustainability was really helpful for going forward.

Yay! What an amazing programme this has been. So much learning and so many great tools that can be used to enhance learning for our precious ākonga. I am looking forward to growing my reading practice even more next year.

RPI #8 Creating

 Reading Practice Intensive

This session excites me because I feel like my 'create' space could do with a ramp up and I know that there are so many things that I don't know about.

My reflection about the mahi kāika: I have been terrible at updating the mahi tracker and my teacher workbook.

Thinking - Started introducing the levels of thinking. Started of being a shambles but once I unpacked ‘Literal’, they got that. We started Interpretative and kids could relate to inference work. Evaluative is our next level of thinking to work on.

Used Tokelau Language Week for a context and to create a text set. That worked quite well.

Figurative Language - I used my writing lessons to touch on figurative language.

Position of Resistance - Used the text Dive to discuss and share ideas about the provocation about separation and divorce. 

Vocabulary - I’m finding this to be an area of need so have been getting kids to do some unpacking of vocabulary. 

Learner reflections about our discussion as critical analysts was done verbally and we are nearly at the written stage.

I found it quite tricky to cover everything as things took much longer than I anticipated. 

I liked how another participant gets her kids to record themselves reading regularly and they have a Google Slide with the text and their recording with comprehension questions. 

Dorothy Burt - Create as a response to Reading (& Writing) Engaging and Empowering Learning

Create opportunities won't happen if we don't intentional design and include these. 

Many employers are looking for creativity. Historically, teachers were expected to teach creativity. The idea is for our young people to be creators rather than consumers. (Look at what happened with Justin Bieber). 

Reorganise and apply knowledge. This was a key phrase for me as I have noticed some issues with my ākonga who tend to copy and paste. 

SiSoMo - Sight, sound and motion. These three together are the key to capturing an audience. 

(Have a look at the Creative Fluency slide regarding AI).

A lot of AI tools are R18, although there are a few that we can use with kids. Teachers could use tools like Crayon to show what AI can do. This can prompt discussion about how well AI has done with the text. These can still be teaching and learning conversations, while experiencing, thinking and engaging with AI. 

wondercraft.ai can help to create podcasts. 

Design time to include create!!

Create classrooms that INSPIRE creativity!!

This is a good time of year to take time to improve digital fluency and creativity. Invest that time to strengthen skills. It would be good for ākonga to be able do create tasks without it taking loads of time. 

Creative Juices Flowing

Task: Te Marama by Kelly Joseph

Record myself reading the first verse. Find a sound icon and inset it into the shared slide. Copy the text and insert into my slide. Illustrate it. 

Te Marama by Kelly Joseph

I loved this task. This is perfect for a need I have noticed which is about visual language and mood. 

I'm going to do these types of tasks with my class.

Adobe Podcast

Free plan allows for an hour a day. Check it out here: https://podcast.adobe.com/studio

Why Creativity is So Important

Professor Jonathan Neeland, Creative Fellow, Warwick University

I am looking forward to creating more opportunities to include modify and redefine creative tasks. 

Create to Show Learning

Short creative responses to text. 

I like the idea of doing an impromptu interview and taking on the roles of characters. 

Tight designs have some kind of constraint where looser are open-ended and creative responsibility is on the learner. 

Stencils: Go to google stencils and search for what you want. You can create a Google Drawing as a template and use a stencil of something significant from the text, a T-Shirt, umbrella and playing cards. The create a creature/character card game design. This would be really good for character work, particularly as we look at our Māori gods later in the term. These tasks would fit into a response to text activity. 

To Do: Add a create response to a response to text. We will share these examples with ākonga responses. 

I am thinking about doing texts around Māori healing and using the texts Rongoā and Tohunga.

Routine Opportunities: CHOICE

Tools / Task / Product

When choosing tools, make sure they aren't overused and allow proficiency and creativity. 

I have started using Book creator, but the first session we had wasn't great because what was created was not good quality. I haven't used Pixton or Storyboard That. Storyboard That has some good cultural representation. 

Quizzes:

So Canva does quizzes too...who knew? I used Socrative years ago and haven't seen it for a long time. 

On my site, have links to create tools. For my learners in the next few weeks, I am going to try out Sumo Paint and sharing via our blogs. I quite like the idea of using quotes/whakatauki and having an image of the person who said it.

A One-Shot Film

Book Chain - This can be used to recommend texts to other learners. This is great because my ākonga have already started doing recommendations, but verbally. This can be our next step.

Book Trailer

Going forward, I think I will set up space in our green room for filming...although the lighting is terrible. Think about the device for recording and a tripod. 

Empower learners to practice filming and setting up to make it part of their routine. I have never really taught ākonga to use iMovie, so I think this might be a good time for that. 

I like the idea of promoting books via a one minute recording. 

I started making a video about The Kuia and The Spider, but didn't have the Google Meet on mute and there was talking, so next time, I'll mute. 

Here is my book recommendation:

Routine Opportunities: Collaboration

Outside the Create - Working together to contribute to the design or c0-authoring and co-constructing.

Inside the Create - Learner faces, voices, movement.

Display and digitise in order to be able to share. 

Planned Units

For longer novel studies or units, using a site is a good idea. 

I like the part where ākonga record themselves reading within a doc and then work with the text. 

Reflection of Today:

I am really glad to have been introduced to some new creative tools that I haven't used before. I'm quite excited about using these. 

One thing that has really stuck in my mind was from Dorothy's session where she talked about this time of year being a good time to focus on create tasks and tools. 

I often get caught up with things I feel like we should do in our lessons. This was good for me to hear because it also allows me to refine some of the other parts of my programme. 

I also really liked the task we did with the poem and can imagine my ākonga loving it to. This would be great to share with whānau.

RPI Day #6

 Day 6 Reading Practice Intensive

Vocabulary and Decoding

Ideas from sharing - Use AI to create an image to go with writing. 

Literacy Planet - may not be able to assign tasks, but if we have the right level, it will give them texts at their level. 

Instead of asking, are you finished? Ask, is it ready to be shared?

Fiona Grant's Share

A robust vocabulary improves all areas of communcation - listening, speaking, reading and writing.

Some apps to check out - Word wall, vocabulary.com and Quizlet. These are not a substitute for rich and explicit teaching. Ākonga can create their own examples of Match Up activities. 

Check out the Cybersmart Challenges for the invisible ink activity. Us the highlight and define feature. Links but not links...smart chips can open a video. Use also for beginning to reference. This will be great for keeping ākonga in the one place and they won't need to jump in and out of pages.

Book recommendations - 

Link to site

I love this. We were doing recommendations verbally, which I still want to do, but I think I can use both. I could do the verbal ones and model how to complete the book recommendations sheet from this.

Maintenance Recap - Out of 5 - Am I Doing This? 1 is the highest score.

Pre-reading - 1

Making Words Visible - 4

Clarifying Meaning - 2

Independent Follow-Up - 2

Word Wall - 5 

The Word Knowledge Organiser 

For this, we inserted an anonymous tick to show our understanding of each word. This is great for a diagnostic assessment to see which vocabulary we need to focus on. You can also do an 'after reading' one too. 

Traffic Light Activity - Using colour coding our understanding level of a list of words. 

Semantics - Meaning of words

Orthography - Letter arrangement of words, like spelling. 

Phonology - Pronunciation and what the word sounds like. 

Ology - The study of...

Lexicon - Lexis 

Writing the definition activity is overused. The grand piano context activity. 

Digital supports

Implicit vs Explicit Instruction - Don't leave it to chance. 

Fast Mapping vs Extended Mapping

It takes seven exposures for ākonga to learn the meaning of the word and sometimes we need extended mapping, or long term use of the word.

Key Approaches  to Explicit Vocabulary Instruction

• Building word consciousness

• Deliberate, robust teaching of words 

• Skills for cracking unfamiliar words

Morphology (incl. its importance in subject disciplines)

How can I develop consistency with including vocabulary within my programme?

Confabrholarious - what does this mean and why do I think that? Pull words apart to help understand them better.

Word Consciousness - What is it?

An interest and awareness of words.

Make opportunities to - 

Pause and express interest or value of specific words.

Ask learners to watch for high vlaue or survival words.

Challenge learners to use high-interest words.

Collect and disaply words.

Be word wizards or magpies.

Create opportunities for fun with words by using rebus puzzles, puns, homophones, idioms etc.

Using word puzzles helps to build abstract thinking. 

What do you predict are the 5 principles of robust vocabulary instruction?

Clarity in the explanations.

Different modes like visuals.

The Actual - 

Direct explanation in a learner friendly way.

Thought provoking connections to meanings in students' lived experiences.

Playful use of words 9e.g. word consciousness)

Interactive engagement.

Follow up (multiple encounters). At least seven.

Recap: Which Words

Tier 2 words are the ones we probably want to focus on as they may not be in everyday language. Tier 3 are words that are content and topic specific. Ākonga require about 700 words a year. 

In groups, we went through a text and popped words into Tier 1, 2 or 3. This was really good because I have never actually separated words into the different tiers. 

Be mindful of hurdles. Too much challenge within the text can be difficult and be too much for cognitive load. Use the identifying target words for the week -

It's important to work how how many words we will focus on throughout a week. Dictionary definitions can be problematic. 

I like the Hypothetocally - When might you? slide. The would you rather activity helps to use certain vocabulary

I found the activity where we created our own activities was cool.

Decoding 

Understanding phonemes is fundamental to being able to cracking the code. 

A next step for me: Add Phoneme section to The Code Spelling slides. 

Syllables come in at this level. Syllables are unbroken vowel sounds. Use the hand under the chin thing to count how many times your jaw drops. 

Syllable Division Video - Learning MATTERS Leap into Literacy activities - Syllable Division

Skill Builder - Questioning

Morphology

Morphology is the study of morphemes, the smallest units of language that have identifiable meaning or function.

Types of morphemes include prefixes, suffixes, and root/bases. 

Morphological awareness gives readers a powerful tool for readin and literacy improvement more generally.

Vocabulary Comprehension

Chunking or reading the word aloud)

Spelling

Reading comprehension.

Compound words - there are three types. open, closed and hyphenated. 

I like the prefix pockets. Look at the high-frequency prefixes and suffixes occur in 58% of words. 

My Reflection & Plan -

What long term plan do you have to systematically develop learners' knowledge of morphology?

What prefixes, suffixes and root word learning in planned for Term 3?

What morphology progressions are you following?

My next steps are:

-Move the hub korowai so I can use that wall space as a word wall.

-Organise vocabulary from texts using the three tiers, with a focus on Tier 2 and 3. 

-Plan for deliberate moments to build word consciousness. 

-I also need to update my teacher workbook for topics/themes for Term Four.