SWR

While students are working with Matua Tuiono during guided reading time, the other students are doing S W

Spelling their words and doing their weekly worksheet from their group boxes.

For spelling, they will be write their five words in their notebooks. If they have difficulty writing their words, they can refer to the writing sheets that are on their tables. For each spelling this the following will be required

Date - 20.02.17
the date with the numbers underlined
numbers from 1 to 5 down the side
1. share
2. I
3. and
4. here
5. please
under the last number the students rule off

Worksheets - this requires students to use glue sticks to glue their worksheets into their literacy books. The activities will be based at their level and will require some thinking about how to complete this task from Monday to Thursday. If students finish early, there are some extra task sheets in a separate box for them to complete.

After the guided lesson, the first group go and start on their spelling and worksheet tasks.
The second group however will do reading tasks when they have finished, and so will the last group



PD means professional development.

Every Monday and Wednesday our staff have meetings to enhance our teaching to deliver quality programs to students at Clendon Park School



KTAM: read Te Reo Maori with fluency (read)
KEM:
1. spoke clearly
2. paused at comma, took a breath at a fullstop
3. with macrons, I stretched the letters out
4. focused



A x 2
a  x 2

E x 2
e x 2

I x 2
i x2

O x2
o x 2

U x2
u x2

Whaea Ruth - Kaitakawaenga Evaluations associates
Rahina 2:00 - 4:00pm

http://tewaharoaararau.vln.school.nz/a-kura/dashboard
Te Waharoa ararau

Current understanding of Aromatawai?

What is the difference in terms of Te Ao Maori for Aromatawai?

We need to make an OTJ in terms of Te Ao Maori, for example, in terms of Te Whare Tapa Wha perhaps.

What does aromatawai mean? When do we use it? What are the benefits? What is the purpose and understanding? What resources are used?

unpacking Rukuhia Rarangahia

What is our view on assessment?

pages 1 - 11

what are we claiming /reclaiming as Maori?
The whakatauki and the harakeke plant.

What is our understanding of the whakatauki and harakeke in this context?

pages 12-13

Whaea Ruth - Kaitakawaenga Evakuation associates
Rahina 10:00 - 10:55 am

We did a Maori reading with a student with a book at level Kke

How did she know she could read the book fluently? 

How did you know how to read a particular word that had a macron on it?

An interesting power point on this topic -http://www.victoria.ac.nz/education/pdf/jhc-symposium/Johnstone_Symposium_2011.pdf

Sources of information and evidence
OTJ - refer mostly to learning observations and discussions

Whaea Ruth - Kaitakawaenga Evakuation associates
Rahina 11:15 - 11:45 am

Goals

Have mahi tahi - Mahi rua completed and students can do these as independent activities by the end of the term due to students completing thier speech work in weeks 7 and 8.

In weeks 9 amd 10 to complete as much as possible the previous goals from the last meeting.

For Maori learners, and especially males, the reasons WHY we learn something makes a positive difference in terms of their intrinsic motivation to complete activities.

Whaea Ruth - Kaitakawaenga Evakuation associates
Rahina 11:15 - 11:45 am

Important points:

1. Giving students a pathway for reading allows to them make faster progress
2. Showing them the sign posts and the alerts of where they to be, enables faster progress

Fluency assessment

1. To make the video of the reading fluency in Te Reo Maori with a fluent reader and a not so fluent reader within the group. 
2. Co-construct the fluent reading criteria with students on the active board and print off so they can glue in their books
3. Focus more on the fluent reader / more time given
4. Eventually, put the fluent reading criteria on book marks so they able to self assess. 

Goals: 

by the end of the term, students will be able to do the four activities (Hei mahi tahi - Hei mahi wha) independently in their reading groups. 

I will get target students to read aloud on an i-pad at least once a week. They can then watch and talk about what they did well and what they can improve on in terms of their reading criteria for fluency.Later, I will give feedback / feed forward to either reconfirm or to assist in their assessments.

As evidence, I could show students' progress on the blog (using their pseudonyms)

feedback - what they did well / or did not do well

feed forward - what their next steps should be 

Once a week, have a blog update about how my target group is doing - Have it done on Thursday and talk about this with the target group on Monday

So by Sept 1st:

1. Have video done
2. Have assessment criteria done
3. Have blog updates done

Nga Whanaketanga - OTJ Workshop  Raapa 9 - 3pm
Holiday Inn
2 Ascot Ave
Papakura

Nga awhawhe
Aronga Whakatau

Nga Purongo matua
Kia ata mai education trust

Whainga - Making a quality OTJ
Mihimihi
Kai iti
Whakawhiti korero e pa ana ki te OTJ

Hei Awhina  - on-line assistance if any patai page 28
Maori medium OTJ workshops website and resources - OTJ
Read page 8
Moderation - is the process of confirming OTJs with other kaiako and tauira hoki
Encourage getting information throughout the term so that when it comes to doing the OTJ you should already have a good idea.

Te-Pinakitanga-ki-te-Reo-Kairangi-Diploma - After speaking with one of the teachers at the workshop, he suggested looking at this Te Reo Programme. It is facilitated by Anaru Martin and is highly recommended.

page 9 - Visual diagram of what is involved in OTJ

1. Tools - Gloss, Ikan, Panui haerem He Maatatupu, Hopukina etc - small circle
2. Learning Conversations and Observations - Debates, explaining, discussions - big circle
3. Tasks - class work, group work - medium circle

Record evidence for OTJ on an IPAD. Having video recorded evidence is awesome. A range of approaches and multiple sources of evidence are required when making OTJs.

Prepare students for learning, so they are in a good space before learning is good.

Examples of Tools, Learning conversation and tasks are on pages 10 - 12.

Assessment vs teaching and learning. Getting students to assess their peers could involve having a written criteria to assess how much a particular student knows.

Snapshot - what whanaketanga says they should be at at a particular time.

NAG - National Administration guidelines / legal requirements to report to the ministry - pages 13-14
Manawa toa, ora, aki, taki  ranei - above, at, below, well below

Te Waharoa Ararau a kura - is a tool used to support Maori medium teachers with their OTJs. A definite MUST KNOW for our TWA unit.

Education counts - http://www.educationcounts.govt.nz/ This gives all the statistical data for your school online.

Data - an aggregation of student achievement information at one point in time is shown on Education counts

TWA Panui data is here TWA PANUI 2013 DATA as shown on education counts. 


page 14 - Reading and reporting feedback

Videos with tutorials for using Te Waharoa a Ararau - http://tewaharoaararau.vln.school.nz/a-kura/tutorials

This is the website for Te Waharoa a Ararau - http://tewaharoaararau.vln.school.nz/a-kura/

Explanation of roles of particular documents

1. Te Reo Maori / Pangarau learning areas - skills and knowledge required
2. Te Marau a kura - describes the learning context for your students / for us this is Matukutureia / Te Manurewa o Tamapahore
3. Graduate Profile - of what type of tamaiti we want to develop from the above context
4. Nga Whanaketanga - to show the alerts and signposts of where students are at (primary function)
5. Rauemi tautoko:
6. Nga tau kura o Aotearoa - helps the parents to tell them where their child is at

Nga Taumata Tuhituhi (draft) 

(the function of this document is to best represent what your student can do) _
page 6 -

Time in immersion / Time at school 2 measures
The late starters are written in the description, but are included in class data

Taumata - relate to TMOA levels
Most 5 year olds start at Taumata 1 He Pipi

We make judgements based on the criteria and from our knowledge of the learner's learning, observations and testing.

created an OTJ, moderated it and then assessment of learning
NEXT STEP: We need to do an assessment for learning

If you include these things in your writing you will get to this level
Model this for them . Look at where they are at eg Taumata 1 Pakari (assessment of learning) and then turn to the page that says Taumata 1 Pakari - Taumata 2 (assessment for learning) - WHERE TO NEXT, and take some of the words or sentences in this level and write a sentence for their next goal
eg - If you include a variety of sentence beginnings and spell words most correctly, you will get to Taumata 1 Pakari - Taumata 2. Very fast "get on with it" mahi. Then go to the flash literacy progressions (white) booklet.

Pangarau

Use the discs in the booklets to find out more information

Korero equivalent of tuhituhi is on page 21 - Kia whakatau te Aronga

Next workshop = More on moderation and making sense of data

After the workshop = start doing / keep doing / stop doing

Reading  Raatu 3-4pm June 24 2014
Whaea Ruth Teaching as Inquiry
Professional Development - Kaitakawaenga for helping target students to read better through assessment and learning strategies.

KHA - KKA Target group for Ker, Tam, Kai, Joh, Tok, Tek, Ror, Mer (8 students)

Tahi - recorded what was happening for her student in her reading programme / paki learning story
Rua - talking about their strategies to finding out the meaning of new words - self assessment  / using a recorder
Toru - look at graphing results of students' progress as a means to motivate them
Wha - other teachers can add to paki / page 115 Teaching Reading Comprehension by Alison Davis

Next step - beginning a new paki for our target group of students

Te Reo Matatini -Literacy Whaia te kai rangatira Whaea Reggae
Rahina Pipiri 23 9:30 am - 12:45 pm

"Being effective Te Reo Matatini teachers"

Discussion about our manu
Q) How do our manu represent the learning that happens in the classroom?
A) Pukeko - they are independent, inquisitive and persistent

Reo a waha 
Introduction, association, kupu hou - repetition
topa - flight, tau - rest, piki - climb, rere - fly, heke - dive : 5 kupu related to discussion and associations. Have pictures of the manu's action. patai / whakautu
Q) Ka aha te manu? A) Ka piki te manu - rerenga korero

What is an effective Te Reo Matatini teacher?

Brainstorming and making hats
Cultural hat / Personal perspective hat / Professional hat
highlighting who is the best at particular aspects

Who inspired you to be a teacher? links to personal perspective

Personify the three maunga on the three levels of gaining matauranga for our tamariki at kura. Matukurua being the puke, Matukutururu being the domain of the teina of Tamapahore, Matukutureia being the tuakana with Tamapahure.

Watch a video for the birds flying and landing and going all over the place

For our birds and classes we start the juniors from Matukurua and go upwards to Matukutururu and onto Matukutureia.

Epistemology - Matauranga Maori / the knowledge / methods

Before picking up a book we had reo a waha, korero, all the above

KHe - looking at the book Kereru
Resource - Te Huinga Raukura / online tki website too
20 individual books, cd, independent activities, teachers mannual, pdf documents can be printed out
4 different activities
Harakeke level - pick word strategy

Have the book all week
Hei Mahi Tahi - photos / kupu / around the room rerenga korero
Hei Mahi Rua - listen to the book / listen and follow the words / listen and read aloud /listen and sequence the pictures
Hei Mahi Toru - cut and glue in your books / show big pictures for the students
Hei Mahi Wha - independent activities - make sentences / using the words / connecting to write sentence / cloze activity - fill in the blanks and cut and paste in their books

online can find the various resources -
http://eng.mataurangamaori.tki.org.nz/Support-materials/Te-Reo-Maori/Te-Huinga-Raukura\

Te Huinga Raukura: Amokura - Harakeke
Te Huinga Raukura: Atakura - Kiekie
Te Huinga Raukura: Kahukura - Pingao

Everything we do we take down from our Marau a Kura and our whaka

Evaluations Ratapu 7 pm June 22 2014

After each trip, it is important to discuss what worked really well and what can be improved upon. This can be done either as a group or as individuals.

1. Check toilet stops for any possible costs - Cambridge are paid toilets / but could use KFC, Z station and BP connect facilities
2. When filling up with petrol, BP connect is awesome as they have bathroom facilities 
3. Water bottles and paper cups with biscuits are awesome. Have a  few boxes handy in the vehicle
4. Keep a track record of costs / always collect receipts and collate with the budget
5. Budget should always be given the financial administrator before and after the trip
6. Always have phone numbers handy for attractions that will be visited in case of lateness
7. Collect all information on emails and store in a folder for future trips
8. Have some proven organised night activities - Spot light was a winner
9. Have activities that have students interacting about the meaning of the whare nui - awesome having the kaumatua talk about the marae and history
10. Having IT gears for photos and videos was very useful / having a projector and screen was good for watching late night movies on the first night
11. Having fruit taken was cool / could have the milk too or whatever is free
12. laminated copies of the duties list and an A3 laminated copy for the kitchen area awesome
13. Writing a recount about what happened each day / blogging about what happened each day
14. Make laminated colour A4 copies of the photos taken on the trip 

Parental Support Meeting Rahina 5 - 6 pm June 16 2014

It is very important for any big trip, that the parents have an opportunity to meet with the organisers to discuss the details of the trip. It is also important to have a meeting with the parent helpers to discuss the expectations and roles of the people going on the trip.

For our Taupo trip
We have 3 registered teachers who are in charge. We have one teacher who is the overall leader and has the last say on any matters through out the trip. It is important for parents to understand that this is a school trip and school rules apply. In terms of disciplining students, this is done as per the school policy and by the teachers going on the trip. The parents need to know the RAMS - Risk Assessment Management system and know what to do in case of any incident on the trip. This is also an opportunity to get to know who will be going on the trip.

Roles
1. Teacher lead organiser / oversee everything / connect with home people / booklet of plans / evaluations
2. Teacher 2nd in charge senior leader / organises field trips that are OSH approved / sorts transport / communications with parents via notices / with senior management of school
3 Teacher 3rd in charge - medical health forms / First aid kits / medicines for students / connect with home people
4. Teacher - kapa haka / school jackets / props / sports equipment / games / movies
5. Bus driver - co ordinates with the senior leader / google maps
6. Cook / discipliner - given a budget by the school and sorts the kai before travelling down / checks facilities at venue / makes sure students are where they meant to be always / heart for the students
7. Special needs liaison - looks after a special needs student on the journey
8. Special needs liaison - need a secondary person to take care of the student
9. Parent helper - to help when splitting the classes into groups for field trips / general helper
10. Matriarch - a cook and also an elder who if needed can ask advice / holds the mana of the trip
11. Parent helper - a worker behind the scenes

Important that parents help out in a positive and fun manner

Action plan
Parent support meeting (those going on the trip)
Parent and organiser meeting (speaking to the parents about the trip) / projector and overview of trip
Meeting with students prior to important notices going out
Tuesday lunch meetings for organisation
Students learning about the local area and learning waiata for whakangahau
Organise worksheets for remaining students / split into classes across the school

Notices:
Final preparation notice
Phone calls to outstanding parents
Final payment notice - last week before trip (has programme / items to bring / health forms)
Parent and Organisers meeting notice - programme, rams, overview and purpose, health forms
Permission forms / health forms
Permission forms / health forms

Communications
constant communications with senior management, administration, attraction facilitators


Reading  Raapa 1-3pm June 10 2014
Whaea Ruth
Professional Development - Kaitakawaenga for helping students to read better through assessment and learning strategies.

KHA - KKA Target group for Ker, Tam, Kai, Joh, Tok, Tek, Ror, Mer

How do we get better at reading is to READ. 

1. Take video of assessment practises
2. Focus on fluency aspect when giving feedback about "seen text" reading. Fluency means not having to think, not pausing, no strategy to work out the words - basically see it and say it instantly. 
3. Look at punctuation - question marks, commas, fullstops and macrons etc
4. Model fluency through using a video of s fluent speaker in Maori and a person who is not fluent in Maori. Students to write a list of what the person did and what they can do to improve
5. Students need more time to just read

Where to next and what to share in Week 8. 

Take a video of a fluent and not so fluent speaker of Maori and have them read aloud while others take notes of how they can improve their fluency. Therefore, by knowing how to improve, the struggling readers can improve on their own reading. OR... have a video of a student who has already done their reading and had feedback. He or she is talking about how their own reading has improved.

Reading Rapare 11:15 - 11:45am June 12 2014
Whaea Mihinoa and Whaea Ngarangi - Resource Teachers of Maori

Reading aloud is good but to be able to read confidently in front of others needs to be done in steps.

Do things in chunks:

1. practise in pairs
2. practise in front of the mirror
3. practise with a micro phone
4. practise with skype
5. practise one sentence at a time
6. practise reading to teina

We need to think about the students who have cognitive development issues as this may have detrimental effects on them later on. 

Doing one step at a time is easier than giving multiple steps at once

Concrete operational stage - touching senses / holding abstract ideas in the head would be hard for these students. 

Agree on a time so the child has the power to stand up in front of the class. 

Not forced / they have the power. Very POWERFUL this strategy than been forced. Have the student stand with a group and read a sentence in front of everyone.