Playground Designers

With our new playground currently being built, and only a matter of days away before being finished, Mrs Lindley decided to seize the opportunity to give us the chance to be our own playground designers.

First we talked about all the different playgrounds we've been to..... the good bits and the bad.

Then we used the ipads to look at different playgrounds. Picking out all our favourite parts we then designed our own playgrounds.

Here's what we designed. 

Braxton and Jonah, Aylah and Kohana talk us through their design.

Tuakana Teina

As part of our Maniakalani program I have enrolled our class into a group where we look at other schools blogs and they look at ours (leaving comments as we look).

My class went to a senior room to help us learn about commenting on blog posts
"Is it positive, is it helpful, is it thoughtful"

Class Blog

I tried to keep our class blog as update as possible, with lots of pictures and videos for the parents with what was happening in our class and in our team.


https://room56parkviewprimary.blogspot.com/

Acknowledging International Languages Week

Instead of our usual weekly poem I opted to acknowledge International Languages week by learning a variety of ways to say Hello.

Children then took a copy home in their poetry books with a wee note to parents saying "Maybe your family know other ways  to say Hello that your child can teach the class"

Extending Students

x2 of my students need extending, therefore I am going to trial them on the Smart Words program (List C).  (Week 4 T3)

Making Playdough

We had an experience morning. We made playdough one Tuesday morning (to help our visit children feel excited and engaged at school). It gave our children who have been here awhile a chance to combine maths and reading.

On the Wednesday we wrote about it.

Observation by Nic (Teacher I work alongside)

Name: Victoria Lindley     Year Level: 0-1          

Observation completed by Nicola Clarke           Date: 26/7/2018

Lesson Observed: Shared Book with the emphasis on retell.

Vic you delivered your lesson effectively and with enthusiasm. It was interactive allowing children to enjoy a text which they may not have been able to read on their own. The lesson was well paced and had a good flow.

You have well established rules and expectations in your classroom to promote positive behaviours and to help create a nice sense of community.

Points of Interest:

• Book language was discussed prior to the story, e.g. cover, title/author/illustrator.
• Students were given an opportunity to make predictions about the events in the story.
• You modelled the skills of a proficient reader including reading with fluency and expression.
• You asked a variety of questions to determine comprehension level and to encourage a thoughtful response.
• The text was used to foster oral vocabulary development which forms the basis of reading and writing.
• Children were given an opportunity to retell the story to a buddy in their own words.
• You concluded the reading by modelling a follow up activity that was age appropriate and that they enjoyed.

Possible Future Focus:

• For subsequent readings of a shared book children could take turns to point to the text as you read.
• Text be made available so that students can enjoy reading independently.

Writing linked to the real world

Writing topics vary. Many short clips are used about animals ie: zebras, koalas, tigers. They are engaging and give the children lots of facts.

(Youtube channel = Free School)

Children then need to write about what they have learnt/remember from the video.

Running Records

Running Records are done frequently to help me guide my teaching, make sure children are reading books at the appropriate level and help support my teacher judgement.

Writing about Whanau

In my writing class we spent sometime writing about our whanau. Students were encouraged to bring in a picture of their family (micro and macro) to share. We then spent sessions writing about different people in our families, ie: who lives in our house, our cousins, other special people.
This came about as I originally asked the students what they wanted to write about  (in Term 1) and they said cousins.

Buddy Reading

 Students are set up with a buddy to read with (they are done on ability ie: more able with someone not as strong).
 The students have to take turns reading each other a book from their reading folders.

Teacher Only Day Rehua Marae

Attend personal development for our Teacher Only day on Tuesday 6th June

Phonics Test

I wasn't confident my Lion phonics group had their middle vowel CV words sorted (but I had moved onto Yolanda Soryl Stage 5). I gave all of them a test; write a silly sentence using 11 cvc words with a range of middle vowels.
The average mark only came back at 6/11. Decided that they don't have this mastered. Stop doing stage 5 Yolanda Soryl and bring back to Stage 4 with a wider range of follow up CVC word activities.

Change up reading groups to suit needs

Week 5 I realised my reading groups weren't working (some students needs weren't being meet). Split 4 groups into 5 (introduce an early red group). Spend time looking at a range of factors to split these groups ie: reading engagement, letter sound knowledge, how many sight words each child had etc.

Making fairy bread

Learning can be fun and hands on. Here is Room 5 making fairy bread to help learn about 1/2s. 

Participate in staff meetings

 Staff meetings are attend weekly (or as specified by Simon the principal) and team meetings are attended on a Wednesday when specified by the team leader.

Modelling for students

Writing is modeled in a modelling book. To help scaffold for the students

Term 1 2018 Meeting with Tutor Teacher

Sat down with Soph and had a general chat about what's working well and points of discussion (ie: oral language among the 5 yr olds)
- Topics included: working within my team
- Certain children's behaviour ie: Ozi
- Inquiry (a whole school topic has not been set)

Te Reo in my classroom

Te Reo is evident in my classroom through kupu and small phrases.  This has been evidenced in my Appraisal Document 2017.   During whanau hui I incorporate things as we are learning:

ie; when learning Kei te pehea koe? x2 new feelings kupu go up on the slide each week.
     when learning our pepeha a new line is added when the children are ready.

Taking a group to Rehua Marae

 As teacher in charge of the Kapa Haka group I organised  a trip to Rehua Marae for an experience for our tamariki.

Learning how to listen

All students are modelled what a good listener looks like. Examples are given and constant praise is given to those demonstrating these skills ie: "I love the way you are showing good listening skills".

Students are expected to be attentive to their peers when one another are sharing.