TAI: Am I making a difference, student 2

March 2019

June 2019

The biggest difference I can see in Student 2 is:
* Growth in confidence 

* A storyline forming (The second text was not finished) More ideas...

* Use of adjectives

* A mixture of simple and compound sentences

* Using different sentence starters - time connectors (One day, the next day, then)

Where to next: 

* Organizing my beginning, middle and end into separate paragraphs. 

* Using capital letter and full stops in the right places.

* Using more punctuation such as exclamation marks and using a question in a narrative. 

TAI: Am I making a difference?

E-asttle at the start of 2019.

Writing in June 2019. 

Student 1: 

 If I compare his writing at the start of the year to now, I can see some changes, but to me, they are not yet significant. 

The differences that I notice are: 

* The organization of the text has a better layout. Grouping into a beginning middle and end (not yet ideas into paragraphs). 

* There is a more prominent use of a variety of adjectives.

* A better use of punctuation, capital letters and full stops. 

* The problem and solution are bit clearer. 

So where to next: 

* Work on how each idea has a paragraph, and how to expand on ideas. Not just listing things. 

* Using complex sentences and punctuation. 

The second text was not 100% independent, as we worked together on the plan. Also, we are always pushed for time. Perhaps I should do a proper independent writing sample, to see if what we have been working on in class, has really sunk in, and would transition into a writing sample. 

Kootuitui Toolkit

Slide Show

Today I did an online Toolkit on Google Explore.

I learned a few nice short cuts in adding links and APA references to Google Doc,  change the layout on Slides, and adding pivot tables to Sheets.

ALL Reflection - Where we are now...

This is a first draft (un-edited) of one of my students. What have I noticed:
His confidence has grown with regards to ideas, however, looking at this I can see that spelling and grammar is a problem. He is relying on his knowledge of vocab, he knows what they mean, but he is not sure how to access spelling rules. He is also not aware of the difference between past, present and future tense.

What next:
* Do a Pseudo test to identify which sounds are missing. (In this case, possibly long and short vowels sounds and the difference between sk and sc).
* Look at doing a lesson on the present, past and future tense word endings.
* Look at each students draft for further gaps.

ALL Spelling Worksop

Do we have a coherent, consistent delivery of spelling across the school?
We have the program, are we using it? Do Survey.

We should not be doing pockets of fix-ups. What happens with our ALL target students when they move back into class?

WARM UP: How many different spelling patterns for the 'f' sound:
of phone elephant off laugh fantastic whanau

Letter a: and all ate take cat ask antennae   (3 different sounds)

We say sound it out to write it down, but then there are different ways of spelling it.

If students don't know their sounds, they will struggle to learn to spell. Watch video of Joy Allcock - no matter what spelling program you are using. From language to Literacy - The bucket document (Staff PLD possibly)

Also look at The impact of spelling on writing  also: Joy Allcock classroom Practice

Compare to:
Word Lab Classroom Practice
Introducing a new chart and independent activities

Could we still do Pseudo Test to determine gaps?

Any spelling program can work as long as the students:
Sat it
Hear it
Identify it
Write it
Use it

Use visual prompts for these in all classes:

Get the students involved examples

ALL Inquiry

These are some questions my facilitator is posing to me. After chatting to the leadership team at our school, I realized that perhaps we are doing more than I realize, and my lack of confidence is creating a feeling of...oh gosh, I need to make some changes. But do I really?

I want to find out, how much we are already doing, and pinpointing exactly where I, as ALL teacher, can make a difference without reinventing the wheel.

The questions are:

A few points to note and to think about in preparation for our next school visits and skype sessions.

a)  How are you engaging with whanau?  Connections to Ka Hikitia, Taataiako and Tapasa.

b)  What does formative assessment look like?  Student agency how is this going with you and your learners?

c)  What is the impact of your practice transferring across the curriculum?

d)  What is your sustained plan to accelerate learners in your school?

If any of my school teachers are reading my blog, I would love your thoughts and input, please. 

ALL Reading - Learning in the fast lane by Suzy Pepper Rollins

Where to next with ALL?

In order to know, I read this reading about the 6 steps to take in order to accelerate students writing: 

Before other students have even begun the unit, the accelerated group has gained an understanding of:
The real-world relevance and purpose of the concept.
Critical vocabulary, including what the words look and sound like.
The basic skills needed to master the concept.
The new skills needed to master the concept.

The big picture of where instruction is going.

What is acceleration: Not pre-teaching rather it is an enriching experience designed to stimulate thinking, develop concrete models, introduce vocabulary, scaffold critical missing pieces, and introduce new concepts just prior to the acquisition of new learning.

Step 1: Generate Thinking, Purpose, Relevance, and Curiosity
Begins with a thought-provoking, hands-on activity that encompasses the big idea of the standard.

Step 2: Clearly Articulate the Learning Goal and Expectations
Their brains should be primed for the teacher's introduction of the learning goal—for
example, "What we just explored is actually the first part of the standard we'll be learning" or "In 40 minutes, you will be able to compare and contrast the core, the mantle, and the crust.". Standards should be deconstructed into classroom targets that unfold into opportunities for daily formative assessment.

Step 3: Scaffold and Practice Essential Prerequisite Skills
Acceleration pause as students briefly moves backward to remediate the deficits that would present a barrier to learning the new standard. To edit a potentially long list of gaps, complete the following statement:


Students could master the new standard if they just knew ___________________________.

Step 4: Introduce New Vocabulary and Review Prior Vocabulary
Create a TIP: a continually growing anchor wall chart that includes vocabulary terms, information on those terms, and pictures of the terms. As words are introduced, they are added to the TIP.

Step 5: Dip into the New Concept
Now students are poised for going a bit deeper into the new content. Students may score sample papers using a writing rubric.

Step 6: Conduct Formative Assessment Frequently
It is essential to collect ongoing data on student progress.

Checklist for acceleration:
□ Students can clearly articulate the meaning of today's learning goal.
□ Students receive scaffolding for prerequisite skills in the context of new learning.
□ Vocabulary development is hands-on and ongoing and focuses on clearly identified academic vocabulary terms.
□ Remediation provided is just in time and set in the context of new learning.
□ Assessment is visible and yields immediate feedback.
□ Students largely work cooperatively in a safe learning environment.
□ Students are learning the big idea of new concepts in advance of their core-class peers.
□ The acceleration teacher and the core-class teacher engage in ongoing collaboration regarding pacing and student progress.

What next: 
* The problem I have is that students are from two different classes, it will be hard to work with them on a topic from their class in only 20min. Speak to my mentor on how I can work around this problem.
* Create a TIP wall
* Start planning ALL more purposefully following the 6 steps