...a tsunami of reading and whanau engagement?

Little Red Riding Hood

Three Billy Goats Gruff...

Goldilocks and the Three Bears...

A wave of engagement is sweeping through the Junior School with the Story Sacks...
                                                                             perhaps the tsunami warning is about to sound?!

CoL Meeting T1 Wk8...wonderings, reflections

  

WONDERINGS...

If I provide purposeful, fun and accessible story-sack resources for my families, then students will engage at a deeper level with their whanau's...

If students engage with their families in this way, this will improve their ORAL LANGUAGE development and READING acceleration...

Improved ORAL LANGUAGE, READING and whanau engagement will lead to a better understanding and achievement across the curriculum because the learning will be real to them, delivered from a context relevant community and embedded at a deeper level...

Can I create a tsunami for reading?

(read more...read widely...love to read)

First to be returned...Goldilocks and the Three Bears

I was greeted with a HUGE smile this morning, and a hunger for another story sack tonight by Miss J-L... tick for whanau engagement!

Six Story Sacks...2018 Whanau Engagement

Six Story Sacks ready to go home...

Three Billy Goats Gruff

The Enormous Turnip

Little Red Riding Hood

The Three Little Pigs

Goldilocks and the Three Bears

The Gingerbread Man

A traditional tale is a story that has been orally told and re-told for many years, and consequently, becomes a story that almost everyone knows in some shape or form. Traditional tales create an emotional connection and people are emotional creatures...

Storytelling allows us to digest information more easily because it connects that information to our emotions. Storytelling is important because it is effective at teaching in a way that people can easily remember, and at helping people relate to one another.

GIS T.I 2018

2018 Glen Innes School Teacher Inquiry...

Professional Learning

ALL TEACHERS should use inquiry, collaborative problem-solving and professional learning

to improve professional capability to impact on the learning and achievement of all learners.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

• Engage in professional learning and adaptively apply this learning in practice.

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.

GIS T.I

Oral Language - base line data

Using the 6 students who were part of my CoL Teacher Inquiry from 2017, I have gathered a base-line for their ORAL LANGUAGE age ability, based on a score interpretation.  

The data was gathered in Week 5 Term 1 2018 and will be time-point checked again in Week 5 Term 3 2018 and Week 6 Term 4 2018 for comparison.

	DOB	Ethnicity	2018 Time point 1	Check point against chronological age	2018 Timepoint 2	Check point against chronological age	2018 Timepoint 3	Check point against chronological age
SK	09.12.11	Tongan	6y2m 3yrs 8 months	-2yr 6m
FH	25.01.12	C.I.Maori	6y1m 6 yrs 1 month	@ C.A
AG	07.11.11	NZ.Maori	6y3m 4yrs 11 months	-1yr 4m
NG	07.11.11	NZ. Maori	6y3m 5yrs	- 1yr 3m
JT	05.06.11	NZ. European	6y8m 5yrs 10 months	- 10m
TA	15.04.11	NZ.Maori	6y10m 6yrs 6 months	- 4m