LPF training

 Working with Sue Arrowsmith on learning how to break down the aspects and sets on the PACT tool. was a really informative workshop that got us preparing a mini lesson plan for reading.

Focus on WALT's and Success criteria.  and explanation as to why we are doing what we are doing. We also addressed having questions prepared prior to lessons. 

Example:

Learning Intention: Kei te ako matou ki te….

Why? TIB it helps us to understand what a text is about and to quickly see if it has the information we need to find for research or for pleasure, or to find exactly where the information is, saving us time when reading. 

Success criteria: WILF

1. I can find sentences or words that talk about things:

1. in the past

2. In the present

3. In the future

2. I can find dates that help me to work out when things happened

3. I can place events in the correct order

TASKS:

1. Round Robin  - words that give us clues to things happening in the past; present; future

2. Pairs - read and highlight 

3. Reciprocal reading (a - dates, b - past words, c - present words, d - future words)

4. Timeline (draw pics/ dates and words/ poem)

5. Individual practise

6. Peer assessment and feedback

Tulevai and the sea

Which things do you know will be happening in the future and how do you know this?

On page 4 what word tells you that the sea wants to do something to Tulevai in the future?

On page 12 how many words are there that show things happening in the past?

Maths Walk through 11.08.21

 This week is maths week and I was very excited that planning was all done for me and I was going to change up maths to tie in with maths week. However, when I followed the lesson on Monday, with what I considered quite easy maths for my students, it was a very long and laboured lesson. I think the activity would have been sensational for my group of students last year. This year though, another story. So I decided to can those lessons and continue with my normal maths routine that allows students to work on a few knowledge goals with a buddy and then with me on add/sub strategy. Good choice I think and so a walk through on Wednesday showed this.

At the beginning of the term, when I had three new students, I buddied them up with an experienced student to let them explain the ropes of our maths routine. I was rewarded from the hard work of establishing routines by watching how well buddies showed their partner how to work their way through the maths goals. Being able to work one-on-one with most students each day has been terrific for building each student's maths knowledge, strategy ability, relationship with me and also reading. I recognise that at the moment students are not really interacting with each other to establish their mathematical problem solving so that will be my next step. I do feel one major benefit is really knowing my learners and being able to give them next steps very quickly. 

Another benefit has been managing behavioural issues. Knowing the level of each student and giving them each time to be successful at their current working level is terrific as well as pairing students up with who they work well with.