5 July 2018

TBCS - Craig - Ideas for Writing from “Lighting the Literacy Fire” Jill E. Eggleton



Notes from “Lighting the Literacy Fire” Jill E. Eggleton, Writing Pg. 85-113

Ideas for writing.

Shared writing – Teacher and students work together to construct a piece of writing. E.g. retelling a story that has been read to the class – class has been on a trip – a visitor has been in the school/class – when an investigation or experiment has been carried out.

Interactive Writing – Similar to shared writing, but each student writes down the text for themselves. Some words may have to be modelled. Best with small groups.

Writing for Students – Teacher takes control of the writing and demonstrates their own writing in front of the students, explaining each step of the process.
-         Have the learning intentions or targets on a chart alongside you and clearly visible.
-         Explain why you are writing (purpose)
-         Explain who you are writing for (audience)
-         What you are going to writing about (topic)
-         What text form you writing is going to shaped in (e.g. description, explanation…)
-         Write in front of the students, talking to them about what you are going to say next and why.
-         Select a feature of deeper features and discuss as you write.
-         Use high frequency words.
-         Reinforce punctuation.
-         Reread, talking to the students about the importance of revisiting your writing to see if anything can be added or deleted to make the message clearer.

Text Form Cards – have text form cards available for students. They have the features and structures for different text forms listed.

Independent Writing

-         Students should write every day.
-         Conferencing is very important to give feedback to the writher on strengths and needs. This could be partner conferences, Group conferences, and student/teacher conferences

Publishing – gives and purpose to the writing and is an important factor in keeping students enthusiastic about their writing.

Different Forms of Writing.

Narrative – Adventure Stories, Mysteries, Science Fiction, Fantasy, Myths and Legends, Fables, Fairy Tales, Poetry, Plays

Personal Narratives – Informational Reports, Newspaper Reports, Factual Descriptions, Journals, Interviews, Diaries, Journals, Biographies, Auto biographies.

Explanations – Informational Explanations, News Articles.

Persuasive – Persuasive Arguments, Advertisements, Brochures.

Procedural – Recipes, Directions, Manuals, Rules, Experiments.

Letters – Friendly, Formal, Emails, Faxes.



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4 July 2018

TBCS - Narrative assessment reading- Judy-Anne




narrative assessment


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TBCS - Paint Scraped Landscapes - Judy-Anne




Paint Scraped Landscapes
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TBCS-Steve-Dancing-Devotions-4-Learning -Focused Cultured-Devotions


  • Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
  • Monitoring ākonga closely to ensure they are treated respectfully and are included in all aspects of school life.
  • Promotion of positive and appropriate relationships with and between ākonga.
  • Monitoring of all ākonga closely to ensure they are being included and treated respectfully by their peers.




Paul Mullany Dance lessons teach children respect and discipline. It helps to build social awareness in children, so they not only learn how to dance; they also learn how to respect one another. The maturity necessary to dance together fosters respect, civility, teamwork, cooperation, confidence and a sense of joy, accomplishment and achievement. Through experiential learning, they learn valuable life skills and lessons of self-discovery, self-expression, and self-confidence. Their posture and confidence improves and awkwardness is replaced with physical grace & poise.

The Many Positive Benefits of Children's Ballroom Dancing:

- Strong Discipline & Teamwork
- Builds Self-Esteem & Confidence
- Better Social Skills
- Teaches Proper Etiquette
- Respect for Themselves and Others
- Improves Coordination and Balance
- Encourages Creativity and Self-Expression
- Exercises the Mind & Body
Most of all, it's Fun & Exciting

I organised for a dance instructor to come and give four one hour lessons to the class on the Waltz, The Fox Trot and the Cha-Cha. This tied onto our Devotions topic of co-operation.
The students were paired as per my choosing. This was the start of co-operation.

Outcome: all students learnt to dance, some will even put on a demonstration at our Celebration Night where parents are invited to share in the students achievements and improvements. For the first lesson many students were reluctant to 'hold' their partner. By the end of the lesson only two students were having difficulty. One due to "I don't want to dance' attitude (not an uncommon statement). The other is closer than I thought he would get. By lesson three the gaps had closed, the steps shorter to match their dance partner, eyes had come up from the floor and we were dancing.

Even before the last lesson I believe we have changed our culture towards boys and girls to partners. They are reliant on each other to enable the dance to work.

Next Step: definitely do this again. The way it supported our Devotions topic was superb.

2 July 2018

TBCS - Anzac rocks - Judy-Anne



We painted rocks for Anzac Day then hid them over near Jester House on the walkway. We read some books about the war and discussed it a little too. Most children had something to share about members of their family who had been in one of the wars. 
We also tied this in with a pyjama day so wore our PJs across the road and even happened to come across a couple pruning trees with a very long handled tool. Love those unplanned things we can happen to be part of sometimes.



TBCS - Tasting - Judy-Anne

I have had tasting and / or cooking sessions in my classes for quite a few years now. Generally I find they will try all sorts of things when everybody else in the class is and when there is no expectation that they have to like it, or eat lots of it. We try a small piece and if we don't like it there is a bin. This class have been the least keen to try new things that I have had so far but maybe they like savoury things more than sweet. Most of them were really keen on the fresh beans from our wee garden. We will update our list again for next term and see what else they would like to try.
Banana and choc chip muffins
Naan bread

Naan bread
Quince jelly- a particular favourite every time. 
Toad in the hole


Shared breakfast

Black boy peaches
Persimmon
Baked apples


TBCS - Learner Agency - Judy-Anne

Karaiatiana and Laila read the book Make It. I suggested they could choose something to make and they chose the flower. We checked the supplies we had, found some large cardboard for them since they wanted to make giant flowers and away they went.
Laila's flower
Karaitiana's flower

String art
This was amazing! Found it on Facebook. Portia was really keen so we tried it together. She was much better at it than I was. She made heaps of them and was busy helping the others do it. Reuben, Karaitiana and Brianna tried a few but the others weren't interested so they kept on doing their maths and reading.

TBCS - Life Education with Harold - Judy-Anne

Mental health, resilience, conflict resolution are all things we seem to need lots of work on. Ingrid and Harold always have lots of good lessons and lots of good quotes and tools to use. 

When someone is upsetting you, use your WITS

And BLOW it away

Little problems- we can work them out ourselves

Big problems are ones we need help with





TBCS - Devotions with Louise - Judy-Anne

I asked for parents to come in and help with something that was a skill and passion of theirs. Louise volunteered to come in regularly and do a devotions and craft session from the children's storybook Bible we were reading in the first term. It was great to have the story read again and learn some other things I didn't know about some of the stories. I had never really thought about it I guess but creation had to have happened in a specific order for instance.

Louise has had great crafts to go with the stories and works really well with the children. 

There are still quite a number of sessions to go in her plan.
Story of Noah

Tower of Babel

Abraham and his dedscendants
Moses in the bulrushes

Joseph and his coat

Joseph and his coat
Moses and the Red Sea

The 10 commandments
Moses and the bulrushes

Moses and the bulrushes
Noah
Creation
Creation

TBCS - Matariki - Judy-Anne


Matariki Breakfast

We read  'Matariki Breakfast' and talked about what we could do to celebrate Matariki.

We wanted to have our own breakfast so we organised that for Friday.


We made our Matariki Stars at the Suter Art Gallery. These were made from clay and they fired them for us. Then we coloured them with crayon and painted over them with Indian ink. We sealed them too. (Should have done that outside- the room was pretty smelly for a few days!)  

We made some kites and flew them. We made Japanese kites as an art project, with pastel and dyes. Some children from Room 4 were in our class for this too.





We made another artwork using multi multimedia. We made the earth in pastels or crayons, sponge painted the sky, made a ladder from popsicle sticks and little sticks (like matchsticks) then added a photo of ourselves reaching up for the sticker stars.






We did a goal setting activity on Seesaw so have some comments back from our parents.


TBCS - Craig - Maori Language



I have a lovely new student in my room called Waihou. She started at our school only a few weeks ago. She was not able to swim during our swimming lessons last Monday, so we got to talk while sitting and watching the lessons.

She told me that she had come from Christchurch, where she had attended a Maori school called Haeata Community Campus. She was not allowed to speak any English there. I commented on how good her English was and that I didn't know very much Maori.

She taught me how to say ice cream in Maori 'ihecreamy'

She then asked me what Maori words I knew. As I said them, she would say the meaning in Maori and say, "What other word? ... What other word?" till I had exhausted all the words I could think of on the spot. She then proceeded to tell me Maori words that I should know and I told her the meanings in English. I knew all of them and had not been fast enough to think of them while she quizzed me earlier.

She was very proud of her knowledge and she seemed really keen that I should know more so I made a bargain with her. I would teach her English, Math, Reading, Typing etc. and she would teach me Maori. I asked her to teach me a new word every day and to test me several times over the day so I would remember it. She agreed.

Today's word was
  • 1  Regular use of te reo Māori.
  • 1  Recognising, valuing and utilising Māori ākonga knowledge within school setting.
  • 4  Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
  • 4  Fostering tuakana/tēina relationships.
  • 4  Learning phrases of languages that are familiar to my ākonga who come from different cultures.
  • 6  Where appropriate seeking out and validating the prior knowledge that Māori ākonga bring to their learning.

TBCS- Child Development - Judy-Anne

Child Development

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TBCS - Alone - Judy-Anne

Couldn't have said it better so won't even try to! Suffice to say that I need some 'alone' time - things are getting overwhelming in my life and I need time to just stop and rest.

Alone

By Bret Lamsma, Sunday, July 1, 2018 12:00 AM
Scripture Reading: Mark 1:9-15
The Spirit sent Jesus out into the wilderness. . . .
Mark 1:12
I’m kind of an introvert by nature, so my friends know that I like to spend time alone. Don’t get me wrong—I like spending time with people too. But there is something about being alone that energizes me. My drive to church is about 25 minutes, and that’s an important part of my day. Along the way I can spend time alone preparing for my workday ahead, and on the way home I can spend time preparing to be a dad and husband.
Jesus often spent time alone. At the very start of his ministry, he spent 40 days alone in the wilderness, being tempted by Satan. What did he do in all that time? He no doubt spent a lot of it praying, fasting, and being energized for his mission by his Father in heaven. This was a vitally important time for Jesus’ preparation to do the work he had come to do.
Likewise, we need time alone with God. When we are alone with God, spending time talking to him and listening for direction through his Word, we are being prepared for our mission here on earth. Our faith is formed as we seek God’s guidance and wisdom. But in the busyness of life often the first thing we skip is time with God. Schedules get in the way, and time passes. We’d like to spend more time with God, but we can’t seem to fit it in.
Here is your challenge for today: find some time to be alone with God as he prepares you for his mission in your life.
Father, help us to find time alone with you today. Prepare us for the mission you have for us, and form our faith in amazing ways. In Jesus, Amen.

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