Bursts and Bubbles...ENGAGEMENT

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2. Heather Collins‏ @handpcollins4m4 minutes ago
   

   Heather Collins Retweeted Fiona Grant

   Bursts and Bubbles...

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   Fiona Grant @FionaGrant

   Strategies that empower & excite learners to want to read, strong connections, partnering w/ whānau http://bit.ly/burstsandbubbles … #manaiakalani @teacherslcs

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Bursts and Bubbles...

Bursts and Bubbles 

Manaiakalani CoL Inquiry Panel 

16th November 2017

What happened for the learners?

x3 students were awarded end of year Book Awards 2017
x6 children made progress in Reading
x2 made accelerated progress in Reading
whanau engagement increased in various guises
attendance went up for all 6 children

ALL 6 CHILDREN NOW READ DAILY AT SCHOOL WITHOUT HESITATION, AND AT HOME,
TO AN ACCOUNTABLE SIGNIFICANT ADULT WHO ACTIVELY ENGAGES WITH THEIR LEARNING!

What evidence do I have for this?
(Once you learn to read, you will forever be free...)

	T1	T2	T3	T3		Attendance	Actual acceleration	Expected acceleration	Gains / Loss
FH	Level 0	Level 3	Level 4	Level 6	6	99%	16.5	8.33	-8.17
SK	Level 0	Level 4	Level 6	Level 8	8	98%	12.25	8.33	-3.92
AG	Level 1	Level 2	Level 3	Level 6	5	75%	15	8.33	-6.67
NG	Level 1	Level 2	Level 4	Level 6	5	76%	15.2	8.33	-6.87
JT	Level 1	Level 4	Level 9	Level 14	13	86%	6.61	9.09	2.48
TA	Level 7	Level 10	Level 17	Level 21	14	93%	6.64	9.3	2.66

Every child to date has made 

PROGRESS 

and that should be celebrated!  

However, two children have made 

accelerated progress 

and that is 

PHENOMENAL!!!!

What did I do to make this happen?
(Whanau Engagement via Story Sacks)

Story Sacks

Literacy Trust UK; Story Sack

When I taught in the U.K (2006-2010) we used story sacks a lot to engage with 

families where English was not necessarily their first language; I was at the time in a predominately Polish speaking area which was of low socio-economic means.  

The Story Sack concept came about in 1995 by Headteacher (Principal ) 
Neil Griffths following research in the U.K into 
early literacy development and parental partnership; the two could be seen to be brought 
together in the use of ‘story sacks' as a vehicle for developing the literacy skills of both parents and children. 
The use of story sacks by parents and young children showed that from observing the children 
and their parents engaging with story sacks, and from interviews with both the children and their parents, 
that the story sacks were powerful vehicles for allowing children to be involved in adult-supported 
exploration of language and literacy, whilst allowing them a space in which to voice how they see 

and understand the world.

Story Sack concept            

A Story Sack is...

a large cloth bag 

containing a favourite children's book 

with supporting materials to stimulate language activities 

and make reading a memorable 

and enjoyable experience for everyone.

I wonder if...

I took a "traditional tale" ...

and created a Story Sack... 

with interactive resources...

if I could...

gain greater whanau engagement...??

The Three Little Pigs Story Sack

Wonderings about what next...
Tamariki buy-in = Whanua Engagement

By using some "Traditional Tales" in class, 

and gaining "buy-in" to the concept from 'hands-on equiping' the sacks

...and with direct linkage to this terms learning via the inquiry topic 

(Kitchen Chemistry), 

can this teaching as inquiry 

create 

and 

accelerate reading engagement with whanau 

to the next level?

WATCH THIS SPACE AS ROOM 2 

BEGIN TO ENGAGE AT A HIGHER LEVEL...

TO INFINITY AND BEYOND 

(Glen Innes, Auckland)

Frank Zappa

Once you learn to read, you will forever be free...PROGRESS

	T1	T2	T3	T3		Attendance	Actual acceleration	Expected acceleration	Gains / Loss
FH	Level 0	Level 3	Level 4	Level 6	6	99%	16.5	8.33	-8.17
SK	Level 0	Level 4	Level 6	Level 8	8	98%	12.25	8.33	-3.92
AG	Level 1	Level 2	Level 3	Level 6	5	75%	15	8.33	-6.67
NG	Level 1	Level 2	Level 4	Level 6	5	76%	15.2	8.33	-6.87
JT	Level 1	Level 4	Level 9	Level 14	13	86%	6.61	9.09	2.48
TA	Level 7	Level 10	Level 17	Level 21	14	93%	6.64	9.3	2.66

Every child to date has made 

PROGRESS 

and that should be celebrated!  

However, two children have made 

accelerated progress 

and that is 

PHENOMENAL!!!!

Glen Innes Term 4 (Staff Meeting) - Visible Teaching & Learning

Tamariki buy-in = Whanua Engagement

By using some "Traditional Tales" in class, and gaining "buy-in" to the concept...and with direct linkage to this terms learning via the inquiry topic (Kitchen Chemistry), can this teaching as inquiry create and accelerate sharing to the next level?

WATCH THIS SPACE AS ROOM 2 BEGIN TO ENGAGE AT A HIGHER LEVEL...

Double feedback...

Double feedback on the 3 Little Pigs...

So with all of the initial participants (Learn) of the 

READING TOGETHER programme having "piloted" the 

3 Little Pigs Story Sacks (Create), 

and with 83% whanau engagement,

 where to next (Share)??