Sunday, 3 July 2016

Celebrations!

Celebrating our ALL students. 

Below are Room14's ALL Students sharing their favourite piece of writing. They did a wonderful job of sharing their persuasive writing with the other students from Rooms 9, 10 and 13. 

Thank you to Mrs van Zyl and Miss Pulman for a lovely spread and thank you to Mrs Cantley for supporting our students along this 15 week journey. 

- Miss G

Saturday, 11 June 2016

Writing Demonstrations for Parents

Our recent morning of writing demonstrations was very successful, with 11 parents attending this session. Many thanks to all those who were able to come along and join in with this session, as we know how difficult it can be to get time off work or find time in your busy days. The teachers valued the chance to show you how they teach a typical writing lesson, and the children loved having you there. It was a great opportunity to see your child learning and experience the instruction that teachers deliver as part of the ALL project, and in their regular classroom writing lessons. I'm sure you can see that your children are in expert hands! Looking around the room, I was struck by the excitement of the children at having Mum or Dad there to see them learn, and by the focus, attention and interest paid by all the parents. It was a great opportunity to ask questions, and have the teacher explain how they teach, what they teach and why they teach it that way! Below are some photos which I hope you enjoy looking at. - Alana Cantley

Sunday, 22 May 2016

The Writing Process

Have you ever wondered how we teach writing?
We follow a process which is used for every piece of writing we do.

First of all we plan
We decide on a purpose for writing. This could be to inform, entertain, explain or express a point of view. We set goals to help us meet the purpose, that way we stay on track!
Initially it is talk, talk, talk, to help us clarify what we want to say, sharing allows us to expand ideas. Recording planning may involve a picture with key words, a brainstorm, map or diagram.
It is a way of organising ideas before writing sentences













Use our plan to draft
This is where we take key ideas from our plan and write them down. A lot of thinking is happening here. What do we want to say first? what words do I want to use? How do I write these down? How can I structure my sentences?
Room 10 children are focusing heavily on stretching sounds out and writing them down. Sometimes this is single sounds ( a-n-d) other times it is chunking sound patterns we are learning ( sh-out-ed).

We try hard to write several different types of sentences using a growing range of vocabulary.


Revising our work
Revising is all about trying to improve our writing.  This could involve using language which best suits the purpose for writing ( scientific words, describing words etc). Thinking about how best to organise our ideas so our writing flows and makes sense. We usually reflect and ask ourselves questions in terms of meeting our writing goals

Editing our work

We read our work back again, but this time we are looking for spelling mistakes and punctuation. We underline/highlight words we are unsure of and use our word cards to fix some mistakes. We often get each other to check our work for their opinions!

Publishing
Once all the other steps have been completed we decide on a way to best present it to our readers.
This could be done using various technologies, depending on the purpose. A card for a message, a video for a report, a big book to share with a class etc

 

Saturday, 21 May 2016

I love my Mum!

During the first week back we worked on creating a poem to express how we feel about our mums.

We worked in pairs to describe mum's hair, eyes, smile and hands.

Using descriptive language: I was blown away by the emotive vocabulary and use of similies to describe mum's features.
To help us warm up we played the ......Mystery Object Game......
This where you put some items in a bag. Someone puts their hand in and describes the objects using their senses. This is helpful for encouraging rich language and something you can do at home too! Try it out on your siblings!


This is what clever writers do!
Revising: We read our work to decide if we had met the criteria and ask ourselves if there was any way we could improve or correct our ideas. Some of us changed words like grey to sliver so it sounded more exciting

Editing our work: Good writers read their work back to check for spelling mistakes and if punctuation is included.

If you can see some highlighting pen on the pages, this is where we focused on highlighting capital letters and full stops.
We got a point for every time we used a capital letter and full stop correctly!

We published these on Friday in time for Mother's Day.
I was very proud of my Double Writers. I am sure these brought a (happy) tear to Mum's eyes! Don't worry Dads, we will think of something for you too. Roll on September!


Random Acts of Kindness

Room 10 and 13 joined together to create messages of kindness to celebrate Random Acts of Kindness Day.

Mrs Van Zyl  showed us some pictures of tulips to help us create a flower shape for our messages.
We shared our ideas in pairs about who and why we wanted to give our messages of kindness to.

Mums and Dads were popular as well as cousins and friends.

As we wrote we used our growing knowledge of how segment and blend sounds to write tricky words correctly.
I think we all agreed the super fun part was publishing our work by using stickers, special felts and illustrations.

During this activity children were exposed to the idea that we write for many different reasons such as writing a quick message to share how we feel.

Room 10 and 13 children  hope you enjoy your special gift!



Monday, 2 May 2016

Room 14 getting back into our writing this term

On our first day back for Term 2, the ALL students in Room 14 got straight back into our normal routine and did some holiday writing.

Have a look at us working hard with Miss Glen...


A special mention to Izaria - look at how she attempted to spell "surprising". This was a really tricky work and she gave it a really good go stretching out the word aloud to help her sound it out. 
After Izaria had a go at spelling it on her own, we looked at the beginning sound of the word surprising and we went back over the different ways we can spell the "er" sound e.g. er, ur, ir. Well done Izaria :)



Sunday, 24 April 2016

Reading and Writing National Standards

The Ministry of Education website 'Te Kete Ipurangi' has a wealth of information available for educators, family and whanau, including information about the New Zealand National Standards. The pages relating to National Standards give illustrations of the reading and writing standards, showing expected levels of achievement and the skills, knowledge and strategies needed by students at each level of schooling in order to effectively work within the New Zealand Curriculum. At Reremoana School, we strive to develop our students' ability to achieve these standards. The ALL teachers are working closely with their ALL students to accelerate their achievement in writing, so that the students are well on their way to achieving the standard. It is interesting to view the information on the website and see which National Standard most closely matches your child's achievement in writing and what they are currently working to achieve. Please copy and paste the URLs below to view this information. After One Year at School: http://nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards/The-standards/After-one-year After Two Years at School: http://nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards/The-standards/After-two-years After Three Years at School: http://nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards/The-standards/After-three-years Helpful Information for Parents, Family and Whanau: http://nzcurriculum.tki.org.nz/National-Standards/Supporting-parents-and-whanau

Sunday, 3 April 2016

William using his Spaceman today during Writing time!

Check out William during our Guided Writing today - he was so engaged and excited to do his recount writing from the weekend. 

William says "My Spaceman reminds me to finger space when I am writing". 

Miss Glen thinks William is doing a fantastic job using his Spaceman. Go William!


Thursday, 31 March 2016

Learning About the Maori Culture ...


Maori Protocol When Flax Weaving

This morning the Room 13 and 14 ALL students worked together to create Harakeke Puti Puti or Flax Flowers. 

WALHT make a flax flower
I can:
  • Say the Maori word for flax
  • Say the Maori word for flower
  • Use my hands to bend the flax to make a flower

To begin our lesson, we looked up online what the Maori Protocol was for flax weaving and together we pulled out the main rules or ideas. Below we compiled a list of what we should be mindful of when making our Harakeke Puti Puti
  • You should say a prayer of thanks before harvesting the flax 
  • Cut the flax on an downward angle
  • Never cut off the centre shoot of the flax
  • You should never walk over or step on the flax
  • You should not weave where you eat (keep food and drink away)
  • Your first weaving project is given away
  • You must wash your hands after weaving
  • You should never burn the scraps or leftover flax, it is returned to the ground
Here are some Room 13 photos



This is our writing we have done today about our learning experience:

Never cut the flax when it is night time or when it is raining. Always wash your hands after working with the flax. By Darius

In class we learned how to build a flax flower. It was very tricky for me because it was my first time making a flax flower. By Caden

Men are officially suppose to cut the hurikeke. We should never walk over the flax or step on it while working. By Xavier

When eating you can not make hurikeke flowers. Traditionally men cut the flax in the day time.
By Aleesha

When you make the flower you can not eat in the same spot. We also need to wash our hands after working with the flax. By Maryam

Never eat the flax. We wash our hands after working with it. It was very hard for me to fold the flower. By Michael

Here are some Room 14 photos






Kia Ora from Room 14

Kia Ora everyone, 

Room 14 students have been working very hard with their writing so far. Here they are - smiling with their Writing Learning Pathways. 

Keep an eye out for some of our awesome writing in the coming weeks...

William, Oceana and Izaria :)


Wednesday, 30 March 2016

Room 9

We have been trying really hard with our learning in Room 9 and the ALL students are already making amazing progress. Olivia has already moved from Pre writing to 1B! That is an awesome achievement :-)
                                               Olivia's writing - With teacher support


                                            Hana's writing is coming along as well!


                                       Olivia has learnt a lot of her red words now!



                               A lovely note that I got from Olivia, she now enjoys writing at home as well as at school. It says 'I love Miss J.'



Tuesday, 29 March 2016

Room 13

Today was our first intervention session with the students. We made use of the opportunity to get to know them better. They completed a survey about what they like about writing and what they think they would need some help with. Some very big thinking went into this.

Just before morning tea we were able to make Play dough. They had to follow the instruction to know what comes next. We will use the play dough for letter formation and tactile play.

Sunday, 27 March 2016

Room 10 Writing Pathways

We are the Double Writers!



Welcome to our very first post!

Today was all about having some fun, sharing our ideas about writing, and setting some goals based on previous work.

As oral language is an important part of the writing process, we decided to make some play dough and talk about the experience. This encourages the use of  rich vocabulary which is a great platform for creating engaging pieces of writing.

We also we took turns. A necessary skill when working as part of a group!

Look at the detail in our work !

We used our senses to describe what the dough looked like, felt like...


...what we had made and why...



Then we planned our writing, using the pictures and our conversations to help us form sentences.

From this point we read our stories back and identified goals for our writing.
Look for these on our next post.




Sunday, 20 March 2016

Welcome to the ALL (Accelerating Learning in Literacy) group blog. On this blog we hope to keep parents updated with the latest readings, documents and information related to the ALL intervention, so that you feel informed and knowledgeable about your child's work. This year, the focus of our ALL work is Writing. This work is being implemented in four classes in our school: - Year 1, Room 9 - Miss Amanda Jakubcik - Year 2, Room 10 - Miss Joanne Pulman - Years 2/3, Room 14 - Miss Sophie Glen - Years 2/3, Room 13 - Mrs Erna van Zyl The teachers will work with the students in their group every day, in addition to the classroom instruction they receive in writing. Students have been assessed to find out their strengths and learning needs and teachers will focus their instruction on these specific needs. We had a very successful parent meeting on Tuesday 15 March after school. Thank you to those parents who came and talked with us about the ALL intervention. At the meeting, the teachers presented a slideshow which gave an overview of the intervention, then talked with parents and students in groups. The teachers explained the year level expectations for the children, so that parents of Year 2 children, for instance, know what the expectations for writing are at this year level. The teachers then played spelling and word games with the children, followed by the children receiving some 'goodies' to inspire their writing - a notebook, a pen, a pencil and a highlighter pen. Below are some photos from this afternoon: