Embracing the Power of Qualitative Data

Reflecting on Writing Progress with the Syntax Project and Targeted Instruction

As an educator, one of the most rewarding aspects of my job is witnessing the growth and progress of my students, particularly in their writing abilities. Over the past eight weeks, I have implemented several targeted teaching strategies, including the Syntax Project, BSLA (Best Start Literacy Approach) Tier 1 whole-class instruction focused on phonological awareness, and Tier 2 small group reading instruction. These strategies have yielded impressive results, demonstrating the profound impact of qualitative data in understanding and enhancing student learning.

The Role of Whole-Class Instruction

The whole-class phonological awareness lessons gave my students a solid foundation in literacy. By focusing on key phonics skills and using the Syntax Project, I saw big improvements in their writing, especially when it came to writing dictated sentences. The structured Taumata 2 lessons really helped many students progress faster than I expected.

I noticed that the clear instructions, along with fun activities, helped students pick up phonics concepts more easily. This better understanding showed up in their writing, as they started using their phonics knowledge to build sentences. With improved spelling, my students are now more confident expressing their ideas and showing their creativity in their writing.

Intensive Tier 2 Small Group Instruction

While the whole-class lessons built a good foundation, the small group Tier 2 reading sessions gave extra support to students who needed it. My small group, working at the same Taumata 2 level, made faster progress because we focused on phonics and phonological awareness before starting new books.

This focused instruction let us break down reading and writing into smaller steps. By working on specific skills like decoding, blending, and segmenting, the students felt more prepared to tackle new texts. Not only did their reading fluency improve, but their comprehension and writing got better too. From what I saw in class and heard from the students, their engagement and confidence really grew.

The Power of Component Breakdown

Breaking down literacy lessons into smaller, manageable parts has made a big difference for my students. This focused approach helped them master 12 phonics readers in just eight weeks. From their feedback, it's clear they feel more confident and excited about both reading and writing.

Students have said they feel more sure about writing accurate and expressive sentences, and they’ve been eager to share their work and talk about how they’re improving. The insights I gathered from class discussions and individual reflections really showed how this focused teaching has boosted their skills and confidence.

Conclusion

Looking back on the last eight weeks, I’m so proud of how far my students have come. The progress they’ve made, backed by the feedback I’ve seen in class, has been amazing. Using a mix of the Syntax Project, BSLA whole-class lessons, and small group reading sessions has worked really well to boost their literacy skills. By focusing on phonological awareness and giving them targeted support, my students have not only become better at reading and writing but also gained the confidence to express their ideas.

As I keep reflecting on what’s working in the classroom, I’m reminded of how important it is to adapt my teaching to where the students are in their learning. This experience shows me that with the right support, every student can thrive as a confident reader and writer.                                                                                                                                                                                                                                                            In week 2, I'll be diving into my assessments for the 10-week BSLA program. I'm really looking forward to seeing what the data reveals about my students' progress!                                                                                                                                                                                                                                                                                                                                               

Impressive Writing Growth with The Syntax Project

I’ve seen remarkable progress in my students’ writing skills since introducing The Syntax Project. This free, accessible platform, grounded in the concept of colourful semantics, has been a game-changer for our young learners.

What is Colourful Semantics?

Colourful semantics is a method that breaks sentences down into parts, each represented by a different colour. For instance, the "Who" (subject) could be one colour, while "What doing" (the verb) is another. This visual approach makes sentence building more straightforward and fun for children, helping them better understand sentence structure. It’s especially useful for younger students as they get to grips with the basics of grammar and sentence creation.

My Approach to Using the Syntax Project
I began using the Syntax Project by focusing on oral exercises. Students first talk through sentences, identifying key parts like who is doing what, and where it’s happening. This has laid a strong foundation for understanding how sentences work. Now, we’re moving on to having students write these sentences on whiteboards as a warm-up before their regular writing lessons.

Examples of Student Progress
Here are a few of the fantastic sentences our students have been forming with photos we used. the students had to look for photos they like:

• "The cat is jumping over the fence."
• "A boy is eating his lunch at the park."
• "The dog is running after the ball."

While these sentences may seem simple, they represent significant progress for our students. The colour-coding technique has really helped them grasp the structure of a sentence and visualise their thoughts clearly.

I am excited to see how their writing continues to improve as I incorporate the Syntax Project into more of my lessons. The best part is that this valuable tool is available for anyone to use, offering a fantastic way to enhance writing confidence and ability.

If you’re looking to strengthen your students' writing in a fun and effective way, we highly recommend trying The Syntax Project!

Here are some creative ideas I thought of trying this term to reinforce what we have been learning:

1. Sentence Dice

You can use custom dice with different coloured sides representing the parts of the sentence:

• One die for Who (Orange): possible subjects like "The cat," "My teacher," "A boy."
• One die for What doing (Blue): verbs like "is running," "is jumping," "is reading."
• One die for What (Green): objects like "a ball," "a book," "the cake."
• Optional dice for Where (Purple) and When (Yellow).

Students roll the dice and, based on the result, create a sentence. You can vary the dice to create simple or more complex sentences depending on the students' skill level.

2. Interactive Story Mats

Set up story mats where students physically move through different stations based on colourful semantics. Each station represents a part of the sentence:

• Station 1 (Orange) is the "Who" station: Here, students can choose from pictures or figures of different subjects (people, animals, etc.).
• Station 2 (Blue) is the "What doing" station: Students pick an action or verb from a list or use action cards.
• Station 3 (Green) is the "What" station: They choose an object or something related to the verb (e.g., a book for "reading").
• Station 4 (Purple) is the "Where" station: They pick a location (e.g., park, library, home).

Students then "walk through" the stations, creating sentences as they move from one to another. This physical, kinesthetics activity engages both their minds and bodies, making sentence-building more memorable.

3. Sentence Relay Race

For an energetic class activity, organise a sentence relay race:

• Divide the class into teams. Each team has a set of colour-coded cards (Who, What doing, What, etc.).
• The first student from each team runs to a designated area to pick up a "Who" card and bring it back. They must say the subject aloud (e.g., "The dog").
• The next student in line runs to pick a "What doing" card (e.g., "is barking").
• The relay continues until the sentence is complete, and the first team to finish building a complete and correct sentence wins.

This game gets students moving and thinking quickly, reinforcing their understanding of sentence components in a dynamic way.

A fun variation from my colleague Ella Hazleman at Glen Taylor School! Using plastic coloured balls adds a hands-on element to the relay race. Here’s how you might adapt Ella Hazleman’s version:

Ella's Colour Ball Relay Race

1. Preparation:
   Set up buckets or containers at a distance from the teams. Each container will have coloured balls corresponding to different parts of a sentence (e.g., Orange for Who, Blue for What doing, Green for What, etc.).

2. Rules:
   Each student runs to the buckets, grabs a ball of the colour their team needs, and runs back to their team. The team must work together to use the balls to create a sentence based on the colour coding. For example:

   • Orange ball = Who (e.g., "The dog")
   • Blue ball = What doing (e.g., "is barking")
   • Green ball = What (e.g., "at the cat")

3. Objective:
   The first team to collect all the coloured balls and form a complete, correct sentence wins!

Supporting Neurodiverse students

I recently attended a workshop at Somerville School about helping students with autism in regular classrooms. One important point was that 1 in every 5 students is neurodiverse, including conditions like ADHD, dyslexia, dyspraxia, and autism. This inspired me to find five simple ways to support these students in my classroom.

1. Offering Frequent Praise and Positive Reinforcement

I make it a priority to give regular, specific praise for the effort students put into their work. I try to encourage them during tasks instead of just praising the final result. This helps students, especially those with ADHD or anxiety, feel more confident and valued in their learning.

To support students with ADHD, I avoid negative labels and focus on building self-esteem by understanding the reasons behind their behaviours. I emphasise emotional regulation and self-control, use whole-class discussions to encourage understanding, and apply strategies that support both emotional and academic success.

2. Highlighting Students’ Strengths

Instead of only looking at what students find hard, I try to find their strengths, like creativity, problem-solving, or unique thinking. Recognising these strengths helps students feel more confident and ready to face challenges.

To help them succeed, I set clear deadlines and allow for breaks and movement to keep them focused.

3. Breaking Down Large Tasks into Small, Manageable Steps

I’ve started breaking tasks into smaller steps to make them easier in a whole class setting. Instead of having students do a big project all at once, we work on it step by step and use visual aids to help them. This makes it less overwhelming, especially for students with autism or challenges with executive functioning.

4. Creating a Sensory-Friendly Environment

After the autism workshop, I made some changes in the classroom to help reduce sensory overload. I took down extra decorations from the walls and created a quiet corner where students can go if they feel overwhelmed. These changes have really helped students who are sensitive to sensory input.

5. Collaborating with Support Teams

I’ve been in regular contact with parents and specialists who work with my students. I talk with special education teachers, occupational therapists, and speech therapists to better understand how to support each child. Working together like this has been really helpful in making sure we help our students succeed.

I would love to hear your strategies for supporting neurodivergent students! Please share your ideas so we can work together to help these students thrive. Your tips and experiences are greatly appreciated!

Inquiry focus :Literacy and the journey so far

My inquiry has evolved this year to focus more on the children who have transitioned from Kindergartens and Early Childhood Education (ECE) settings.

Some of the tamariki have not yet mastered their foundational skills, so my inquiry centers on how I can ensure that all my students achieve these foundational skills as soon as possible, specifically looking at literacy.

Below, you will find my Professional Growth Cycle and the work I have undertaken so far. As you will see, this journey is ongoing, and I will be continuing to develop in this area.

I am really looking forward to see how the data on BSLA has progressed. Especially my Tier 2 target group.

My focus group selection

Focus Group Selection

The selection of my target group in Room 7 has evolved throughout Terms 1 and 2. Initially, I aimed to focus on students from two different reading groups. However, after reviewing recent BSLA assessments, I have decided to shift my attention to those who are significantly below the expected levels and require Tier 2 targeted group work.

BSLA Assessment Data and Authentic Learning

The recent assessment data indicates the need for a focused approach for these students. I will incorporate authentic learning strategies to engage them effectively. This may include real-world applications of literacy skills, allowing students to see the relevance of their learning.

Follow-Up Activities and Monitoring

To ensure continued progress, I will implement follow-up activities tailored to the specific needs of each learner. Regular monitoring will allow me to adjust the instruction based on ongoing assessments.

Targeted Tier 2 Literacy Approach

Implementing a more targeted and specific literacy approach based on structured literacy offers several advantages for Tier 2 students:

1. Explicit Instruction: Structured literacy provides clear, direct, and systematic instruction in phonics, phonemic awareness, vocabulary, comprehension, and fluency. This explicit teaching is crucial for Tier 2 students, who often struggle with implicit learning, enabling them to grasp foundational literacy skills more effectively.

2. Systematic and Sequential Learning: Lessons are organized logically to build on previously learned concepts, ensuring mastery of each component before moving on to more complex skills and reducing gaps in knowledge.

3. Multi-Sensory Techniques: Structured literacy incorporates visual, auditory, and kinesthetic-tactile methods, engaging multiple senses to enhance memory and learning for students needing additional support.

4. Differentiated Instruction: This approach allows for tailored instruction based on the specific needs of Tier 2 students, providing targeted interventions informed by ongoing assessment data to address individual strengths and weaknesses.

5. Reinforcement and Practice: Regular, systematic practice and review of skills help reinforce learning and improve retention.

Implementation Overview

Teaching Intensity: I will provide 20 hours of supplementary small group teaching. Tier 2 instruction will complement, rather than replace, Tier 1 lessons. Students identified for Tier 2 support require more intensive teaching to master foundational skills, as evidenced by research on phoneme awareness and word decoding. BSLA Tier 2 will consist of small group instruction (up to 4 children per group) in approximately 30-minute sessions, four times weekly over a 10-week period, totaling around 20 hours of additional teaching. Students will also participate in daily Tier 1 BSLA lessons and small group reading instruction.

Explicit Teaching and Quality Scaffolding: Explicit instruction and effective scaffolding are critical in BSLA Tier 2 teaching. Teachers will provide structured support to facilitate successful learning attempts and meet each learner's needs within the group. Recognizing and praising students for their decoding attempts is an essential part of this approach.

Building Speed and Accuracy: Each lesson will include a phoneme manipulation section designed to enhance students' phonological processing speed and accuracy, which is vital for effective reading and spelling strategies, especially for those who struggle with phonological processing.

Timely Support: Research supports the benefits of early intervention. If a child’s data after 10 weeks of Tier 1 BSLA instruction indicates difficulties in acquiring essential phonics and phoneme awareness skills, Tier 2 support will be implemented promptly. For children starting school at age 5, this support may begin in their second or third term, rather than waiting until their second year.

Instruction Components

1. Segmenting and Blending (5 minutes):

   • Activities focusing on complex phoneme awareness skills will help children sound through entire words in reading and spelling.
   • Activities may include a Bingo segmentation and blending game and a "Speed Demons" game to improve speed and accuracy.
   • Scaffolding will support identifying middle sounds and beyond, with repeated practice and quality feedback aimed at enhancing reading and spelling skills.

2. Phoneme Manipulation with Graphemes (15 minutes):

   • Instruction will maintain consistency with Tier 1 phrasing and teaching patterns.
   • Activities will include completing two 10-word phoneme manipulation chains per lesson using materials like Gillon Letter Blocks or mini whiteboards.
   • Goals include building speed and accuracy in phoneme manipulation and reinforcing reading development.
   • The method involves modeling the first word, manipulating a phoneme, and reading the new word together, followed by the PRRR method for error correction.
   • Progression will move from blocks/folders to whiteboards as skills develop, ensuring students can hear, identify, and accurately represent phoneme changes.

By focusing on these strategies, I aim to address the specific needs of my learners effectively and enhance their literacy skills.

The ABCDE of Learner Needs framework

The ABCDE of Learner Needs framework, created by the Center for Inspired Teaching and influenced by William Glasser's work, focuses on five core student needs:

1. Autonomy: Students need to feel a sense of control over their learning and have opportunities to make choices.
2. Belonging: It's essential for students to feel connected to their peers and teachers, fostering a supportive community.
3. Competence: Students should feel capable and successful in their learning tasks, which builds confidence.
4. Doing: Active, hands-on learning experiences are crucial for engaging students and making learning meaningful.
5. Engagement: Lessons should be interesting and relevant to maintain students' attention and motivation.

This framework helps teachers create environments that meet these needs, promoting academic and social success for students​.

Here are some strategies I want to try in my classroom. It also links in with my school teachers inquiry - authentic learning.

1. Autonomy:

   • Choice: Provide children with choices in their activities. For example, offer different stations they can choose from, such as a reading corner, art station, or building blocks area.
   • Independence: Encourage self-directed learning by allowing students to select materials and start tasks on their own. This fosters a sense of control over their learning environment.

2. Belonging:

   • Community Building: Create a warm and inclusive classroom atmosphere. Use morning circles or group activities where each child can share something about themselves. Our MITEY program fits in well.
   • Positive Relationships: Foster strong relationships between students and between students and the teacher.

3. Competence:

   • Skill Development: Design activities that are age-appropriate and match the developmental stages of your students. Celebrate small achievements to build their confidence.
   • Feedback: Provide positive and constructive feedback that helps students understand their progress and areas for improvement.

4. Doing:

   • Hands-On Activities: Incorporate plenty of hands-on learning experiences. Activities like counting objects, sorting shapes, or engaging in simple science experiments can be very effective.
   • Active Participation: Ensure that children are actively involved in their learning by using interactive teaching methods such as storytelling, singing, and playing educational games.

5. Engagement:

   • Interactive Lessons: Keep lessons engaging by incorporating multimedia, storytelling, and interactive activities that capture their interest.
   • Relevance: Connect learning materials to the children's own lives and experiences. For example, if learning about animals, discuss pets they might have at home.

Practical Tips:

• Routine and Structure: Maintain a consistent daily routine to provide a sense of security, but include flexible periods for free play and exploration.
• Visual Aids: Use visual aids like charts, pictures, and videos to make learning more accessible and engaging for young learners.
• Play-Based Learning: Integrate play into the learning process. Play is a powerful tool for developing social skills, problem-solving abilities, and creativity.

Example Activities:

• Autonomy: 
• Create a "Choice Board" with different activity options for children to pick from during free time. 
• Personal Projects: Allow children to work on small projects of their choice, such as creating a mini-book about their favourite animal. 
• Class Jobs: Assign classroom responsibilities (line leader, snack helper, etc.) to give students a sense of ownership and responsibility.
• Learning Stations: Set up various learning stations (reading, art, science) and let children choose where they want to spend their time.
• Self-Portrait Art: Provide materials for children to create self-portraits, allowing them to choose how they represent themselves.
• Belonging: 
• Start the day with a "Morning Greeting" where each child can share something about their day or their feelings.
• Buddy System: Pair students up with a buddy for certain activities to promote friendship and cooperation.
• Classroom Quilt: Each student decorates a fabric square that is then sewn together to create a classroom quilt, symbolising unity.
• Group Games: Play cooperative games like “Parachute Play” where everyone works together to keep a ball bouncing on the parachute.
• Competence: 
• Set up a "Success Wall" where children's achievements, like artwork or completed tasks, are displayed.
• Skill Practice Centers: Set up different stations focused on specific skills (counting beads for math, sorting objects for classification, etc.).
• Achievement Certificates: Give out certificates or stickers for milestones reached, such as learning all the letters of the alphabet or tying their shoes.
• Math Manipulatives: Use objects like counting bears or linking cubes for hands-on math activities.
• Reading Buddies: Pair older students with younger ones for reading sessions to build confidence in both groups.
• Doing: 
• Organise a weekly "Science Exploration" where children can engage in simple experiments or nature walks.
• Gardening: Start a small garden where children can plant seeds, water plants, and watch them grow.
• Cooking: Simple cooking activities like making fruit salads or baking cookies. This can teach measurements and following instructions.
• Building Projects: Provide building materials like blocks or recycled materials for children to create structures.
• Engagement: 
• Use themed weeks (e.g., space, dinosaurs, seasons) to create excitement and context around learning activities.
• Storytelling with Props: Use puppets, costumes, or props to make storytelling more interactive and engaging.
• Themed Days: Organise themed days (like “Space Day” or “Pirate Day”) with related activities, crafts, and stories.
• Music and Movement: Incorporate songs and dance into daily routines to make learning more dynamic and fun.

Most of these are already included in my daily routine and lesson plans. 

Embracing Neurodiversity: Supporting Students Before They Begin School

How can early identification and tailored intervention strategies enhance the learning experiences and outcomes for neurodiverse students before they begin school, and what role does collaboration among educators, parents, and support professionals play in this process?

When supporting neurodiverse students before they start school, asking the right questions can help you gather essential information and insights. Here are some categories of questions to consider.

Questions for Parents

• Developmental History:
• Can you describe any significant milestones or delays in your child's development?
• Have you noticed any particular strengths or challenges your child has?
• Behaviour and Social Interaction:
• How does your child interact with peers and adults?
• Are there any specific behaviours or routines your child prefers?
• Sensory Preferences:
• Does your child have any sensitivities to noise, light, textures, or other sensory inputs?
• Are there any activities or environments that seem to calm or stimulate your child?
• Previous Support:
• Has your child received any early intervention services, such as speech therapy or occupational therapy?
• What strategies or supports have been effective for your child in the past?

Questions for Educators and Support Professionals

• Training and Awareness:
• What training have you received regarding neurodiversity and supporting neurodiverse students?
• What additional resources or training do you think would be beneficial?
• Classroom Environment:
• How do you adapt the classroom environment to accommodate sensory needs
• What strategies do you use to support diverse learning styles?
• Collaboration and Communication:
• How do you collaborate with parents and other professionals to support neurodiverse students?
• What methods do you use to monitor and communicate student progress?

Questions for the Multi-Disciplinary Team

• Assessment and Identification:
• What assessment tools do you use to identify neurodiverse traits in young children?
• How do you ensure assessments are culturally and linguistically appropriate?
• Intervention Strategies:
• What early intervention strategies do you recommend for specific challenges (e.g., communication, social skills, sensory processing)?
• How do you tailor interventions to meet individual needs?
• Goal Setting and Progress Monitoring:
• How do you set realistic and achievable goals for neurodiverse students?
• What methods do you use to track and evaluate progress?

Questions for the School Administration

• Policy and Support:
• What policies are in place to support neurodiverse students before they start school?
• How do you allocate resources for early intervention and support services?
• Creating an Inclusive Culture:
• What initiatives are in place to promote understanding and acceptance of neurodiversity within the school community?
• How do you engage parents and the wider community in supporting neurodiverse students?

Questions for the Students

• Interests and Preferences:
• What activities do you enjoy the most?
• Are there any activities or situations that make you feel uncomfortable or upset?
• Learning Style:
• How do you like to learn new things? (e.g., through pictures, stories, hands-on activities)
• What helps you concentrate and stay focused?

Neurodiversity is a term that recognises and celebrates the unique strengths and perspectives of individuals with diverse neurological differences. It is crucial to capture and support neurodiverse students before they even start school to ensure they have the best possible foundation for success. 

One of the key benefits of identifying and embracing neurodiversity early on is the opportunity to provide tailored support and accommodations that meet the specific needs of each student. 

By understanding and addressing these needs from the beginning, educators can create an inclusive learning environment where all students can thrive. Supporting neurodiverse students from the start also helps in fostering a sense of belonging and acceptance. When students feel understood and supported, they are more likely to engage actively in their learning and build confidence in their abilities. This, in turn, can lead to improved academic performance and overall well-being. 

There are several ways to help neurodiverse students before they start school. 

First and foremost, it is essential to create awareness and promote understanding of neurodiversity among educators, parents, and peers. Encouraging empathy and acceptance can help create a more inclusive school community where all students feel valued. 

Additionally, providing early intervention and access to support services such as occupational therapy, speech therapy, or behavioural interventions can address specific challenges that neurodiverse students may face. Individualised education plans (IEPs) can also be developed to outline personalised goals and accommodations to support their learning and development. Creating a supportive and inclusive school environment for neurodiverse students requires collaboration and partnership among educators, parents, and support professionals. By working together to recognise and embrace neurodiversity, we can ensure that all students have the opportunity to learn, grow, and succeed to their fullest potential. 

Early Identification and Assessment

• Screening and Assessments: Conduct early screenings to identify neurodiverse traits. This can involve working with paediatricians, psychologists, and other specialists.
• Parental Input: Encourage parents to share observations and concerns about their child's development. Parents often notice differences early on and can provide valuable insights.

Educator Training and Awareness

• Professional Development: Provide training for educators on neurodiversity, its various manifestations, and effective teaching strategies.
• Awareness Campaigns: Implement school-wide initiatives to promote understanding and acceptance of neurodiversity among all staff and students.

Tailored Early Intervention Programs

• Therapeutic Services: Offer access to occupational therapy, speech therapy, and behavioural therapy. Early intervention can address developmental delays and improve skills.
• Individualised Support Plans: Develop individualised plans(IEP) that outline specific goals, strategies, and accommodations for each child.

Family Support and Engagement

• Parent Workshops: Organise workshops to educate parents about neurodiversity, early signs, and available support services.
• Support Groups: Create support groups for parents to share experiences, resources, and strategies.

Collaborative Approach

• Multi-Disciplinary Teams: Form teams of educators, therapists, and specialists to work together in creating comprehensive support plans.
• Regular Communication: Maintain open lines of communication between parents, teachers, and support professionals to ensure consistency and collaboration.

Building a Culture of Inclusion

• Empathy Education: Teach empathy and social skills to all students to foster a culture of acceptance and inclusion.
• Celebrating Differences: Celebrate neurodiversity through events, stories, and activities that highlight the strengths and contributions of neurodiverse individuals.

Monitoring and Evaluation

• Ongoing Assessment: Continuously monitor the progress of neurodiverse students and adjust support plans as needed.
• Feedback Mechanisms: Implement feedback systems to gather input from parents, students, and educators on the effectiveness of support strategies.

What can I do?

Professional Development and Awareness
Educate Yourself and Colleagues:

• Attend workshops, webinars, and training sessions on neurodiversity and inclusive education.

• Share your knowledge with colleagues through professional learning communities or staff meetings.

Stay Updated:

• Keep abreast of the latest research, strategies, and best practices in supporting neurodiverse students.

Early Identification and Intervention

Observe and Assess:

• Conduct regular observations and assessments to identify early signs of neurodiverse traits.

• Use developmentally appropriate assessment tools to gather information about each child’s strengths and challenges.

Collaborate with Specialists:

• Work with psychologists, speech therapists, occupational therapists, and other specialists to develop comprehensive support plans.

• Refer students for further evaluation and services when necessary.

Creating an Inclusive Environment
Adapt the Learning Environment:

• Design classrooms that accommodate various sensory needs, such as quiet spaces, sensory tools, and flexible seating arrangements.

• Use visual aids, schedules, and routines to provide structure and predictability.

Differentiated Instruction:

• Tailor your teaching methods to accommodate different learning styles and needs.

• Provide multiple means of engagement, representation, and expression to ensure all students can access and participate in learning activities.

Building Relationships
Foster Positive Relationships:

• Build trusting relationships with students and their families by showing empathy, understanding, and respect.

• Create a welcoming and inclusive classroom culture where all students feel valued and supported.

Parent Engagement:

• Maintain open communication with parents to understand their child’s needs and share progress.

• Encourage parents to participate in school activities and decision-making processes.

Early Support Services
Early Intervention Programs:

• Advocate for and implement early intervention programs within the school setting.

• Ensure that students have access to necessary support services, such as speech therapy, occupational therapy, and behavioural interventions.

Individualised Support Plans:

• Develop and implement individualised education plans (IEPs) or individualised family service plans (IFSPs) that outline personalised goals and accommodations.

• Monitor and adjust these plans regularly based on the child’s progress and changing needs.

Promoting Social-Emotional Learning
Social Skills Training:

• Provide opportunities for social skills training and peer interaction.

• Use role-playing, social stories, and cooperative learning activities to teach and reinforce positive social behaviours.

Emotional Support:

• Teach and model self-regulation and coping strategies.

• Create a safe space for students to express their feelings and seek help when needed.

Advocacy and Policy
Advocate for Resources:

• Advocate for the allocation of resources and funding to support neurodiverse students.

• Work with school leadership to ensure that policies and practices are inclusive and supportive of neurodiversity.

Promote a Culture of Inclusion:

• Lead by example in promoting empathy, acceptance, and understanding of neurodiversity within the school community.

• Organise events, workshops, and activities that celebrate neurodiversity and educate the school community.

Strategies to make learning FUN!!

Resources and links:

Journals:

Neurodiversity: A strengths-based approach to teaching diverse learners

Supporting Neurodiverse Students

Early Intervention for Children with Autism Spectrum Disorders: ‘Guidelines for Good Practice’ 2012

Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children’s Socio-dramatic Play

Online Resources

1. The National Center for Learning Disabilities (NCLD)

   • The NCLD offers a wealth of resources, including articles, webinars, and toolkits, to help educators and parents support neurodiverse students. NCLD Website

2. The Child Mind Institute

   • The Child Mind Institute provides resources and research-based strategies for supporting children with various neurodevelopmental differences. Child Mind Institute

3. The Autism Society

   • The Autism Society offers comprehensive resources on early identification, intervention, and support for children with autism. Autism Society

How to make reading instruction much much more efficient

How to make reading instruction much much more efficient

Edweek - By Mike Schmoker — November 19, 2019

Synopsis

Data shows that our students are still not performing according to their year level. Many factors are recognised to have an impact on this, including lack of foundational skills, attendance, and minimal or no input from home. This is an ongoing battle but I want to change my practice to ensure the gap does get smaller.

According to literacy researcher Richard Allington, studies show that “virtually every student could be reading on grade level by the end of 1st grade.” Although this is based on American data I strongly feel that I have similar issues.Learning to read and speak well requires focused phonics lessons and plenty of practice in reading, talking, and writing across different subjects. The typical way we teach reading, including many commercial programs, often falls short. This is because they rely too much on small groups based on kids' abilities.

The real problem lies in how we structure reading time and the exaggerated promises of commercial reading programs. Teachers often feel disappointed because they use these ability-based groups too often. Instead, they should focus more on teaching the whole class together using methods that have been proven to work. These methods ensure that all students are paying attention, continuously assess the class's progress, and adjust teaching as needed.

According to an article in Education Week, teaching the whole class together is usually more effective than using small ability-based groups.

Motivation

With more whole class well executed instruction with approximately 20min, literacy time will be doubled. This would allow for huge infusions of instructional time into the essential components of literacy. I could use this additional time to incorporate more:

• "Intensive, sustained, systematic phonics. We could substantially accelerate students’ mastery of the phonetic code and still have time for kids to read and listen to far more fiction and nonfiction texts.
• Reading/general knowledge. If most students have mastered decoding, they could spend more amounts of time in higher years reading literature, history, and science texts to build their knowledge base and vocabulary, which are critical to effective comprehension.
• Vocabulary instruction. Most of a rich vocabulary is acquired through abundant reading. But research also shows that we can reliably supplement this with targeted, embedded vocabulary instruction.
• Discussion. To become confident, articulate speakers, students must engage in frequent, purposeful discussions about what they read. We could multiply the length and frequency of such discussions, which animate an appreciation of reading and are excellent preparation for writing.
• Writing and writing instruction. Writing has an unsurpassed capacity to help us think logically, express ourselves clearly, and understand, analyse, and retain content. It often promotes dramatic, measurable improvements across the curriculum and is crucial to success in innumerable careers."

How will it help me?

With our new plan to incorporate more explicit explore play learning time with provocations, it is the teacher's responsibility to ensure that learning continues to happen and is not solely characterised by free roaming and unstructured choice activities. Specifically in mathematics and literacy, essential activities must be carefully planned and effectively executed within this environment, while other teachers lead smaller groups. By teaching mathematics, reading, and writing with well-planned provocations and direct instruction, students will experience significantly more instructional learning time. We already included more Reading to opportunities, Shared Big Book reading and Poems. We are exposing our learners to a variety of literature.

So What?

With this new approach, our team wants to ensure that all students will have the opportunity to meet their needs through a variety of learning activities.

Spiral of Inquiry - Scanning

My investigation : Teacher inquiry 

'How can I modify my teaching practices to ensure that 5-year-olds begin school equipped with the foundational skills they require, while also providing opportunities to address any gaps in their learning needs?'

Let's look at my Spiral of Inquiry:

 

Reading for enjoyment - Learning with Jill Eggleton and Heather Haylock

Reading for enjoyment - Learning with Jill Eggleton and Heather Haylock

Attending professional development with Jill Eggleton and Heather Haylock,  renowned experts in literacy education, can indeed be transformative for educators, especially in New Zealand. Here are some reasons why you might feel inspired to teach literacy after such an experience:

Deepened Understanding of Literacy Development: 

• provide insights into the stages of literacy development, including phonemic awareness, vocabulary acquisition, comprehension strategies, and fluency development.

Effective Instructional Strategies: 

• introduce innovative and research-based instructional strategies that engage students and foster a love for reading and writing. These strategies can range from interactive read-aloud techniques to guided reading practices tailored to individual student needs.

Emphasis on Cultural Relevance: 

• In a diverse educational landscape like New Zealand, understanding the importance of culturally responsive literacy instruction is crucial. Professional development with Jill Eggleton may highlight the significance of selecting texts that reflect the cultural backgrounds and experiences of students, thus promoting inclusivity and equity in the classroom.

Regarding the impact of incorporating poetry into your practice can lead to several changes:

• Language Enrichment: Teaching poetry allows students to explore the richness of language through rhythm, rhyme, imagery, and figurative language.
• Critical Thinking and Analysis: Studying poetry encourages students to think critically and analytically.
• Expressive Writing: Writing poetry offers students an outlet for self-expression and reflection. Through composing poems, students can articulate their thoughts, emotions, and experiences in creative and meaningful ways, promoting both literacy development and emotional intelligence.
• Integration of Arts and Literacy: Poetry often integrates with other art forms such as music, visual arts, and drama. Teaching poetry provides opportunities for students to explore connections between language and other forms of expression.

 

Here are some of my big take aways from the professional Development.

Discussion Points & Learning

“Let us remember: One book, one pen, one child, and one teacher can change the world.” - Malala Yousafzai

How Heather Haylock's writing process is done:

• Don't shy away from using big words
• If they can say tyrannosaurus rex they can say anything, words like, curlicued, militant, billowing
• Always within context and with illustrations to support understanding, helps to extend vocabulary, talking to kids, not rocket science, hypothesis, learning by osmosis
• Sharing stories with children develop a sense of a story - beginning, middle and end
• Hard to get through some children because they are just focussed on survival
• Characters need to be interesting
• Finding books that are good to read aloud
• Sense of a story - a lot of kids come to school not having been exposed to books(CAP), where others arrive with well developed sense of story
• Those without much exposure have hardly any soil to plant imagination
• We need to develop the love of language and stories
• One way to do it is read aloud
• Characters with problems to solve
• Characters kids can relate to, e.g. animals, nana
• Relate to school ,family, sports or feelings

Developmental Priorities

Tips and tricks

• Establish a routine read aloud time
• Finding ‘reading snack’ slots in the school day
• Reluctant readers - when they are read aloud to they become more involved and engaged
• Read aloud in small groups

Jill Eggleton

Teaching matters and it matters everyday - teachers make more minute by minute decisions than brain surgeons. What could be more important than moulding children?

What is your BELIEF - Sound research and something felt deep in the soul, mostly coming from a heartfelt response.

Shared reading Large Poetry cards benefits:

• Improves literacy skills
• Enrich vocabulary - crucial
• Familarised words
• A child's vocabulary tells us how they will be at 11
• Encourages thinking
• Replicate the way we learn and think
• Short pieces
• Exposes to images
• Boost fluency
• Rhyming, musical and rhythm
• Phonemic awareness
• Builds listening skills
• Helps train the memory
• Memorising poems give your brain the power to enhance the power to retain

Next Steps & Commitments

Shared big books and Poetry - every week I will introduce a new shared poem(review the previous learned ones) and a shared big book. Students will be able to access the previous books and poems during morning exploration learning as well as during writing time.

Finding a good book

• Picture books
• Sophisticated picture books
• Chapter books
• Short stories
• Biography collections
• Seasonal books(ANZAC, Matariki,Easter)
• Wordless picture books - if kids don’t know how to read - barrier, they can make up their own story
• Fun ones
• Rhyming ones - repeated refrains

Challenge board for Year 1

I've introduced a challenge board for my class during Maths and Literacy sessions. The goal is to empower my little learners to take charge of their own learning and develop independence. This approach should reduce the need for constant guidance, allowing them to progress at their own pace. The activities will change weekly. Take a look at the digital version and let me know what you think! Open to hear any feedback!!

Implementing a challenge board during Maths and Literacy sessions can offer numerous advantages:

• Fostering Independence: Encourages students to take initiative and responsibility for their learning, promoting independence and self-reliance.
• Empowering Students: Gives students a sense of control over their learning journey, enhancing their confidence and motivation to tackle tasks.
• Minimising Teacher Interruptions: Reduces the need for constant teacher direction, allowing educators to focus on facilitating deeper learning experiences and providing targeted support where needed.
• Customised Learning: Enables students to select challenges that align with their interests, abilities, and learning preferences, supporting personalised learning experiences.
• Developing Problem-Solving Skills: Challenges students to think critically and creatively as they work through tasks independently, fostering the development of essential problem-solving skills.
• Building Resilience: Encourages students to persist in the face of challenges and setbacks, promoting resilience and a growth mindset.
• Encouraging Collaboration: Provides opportunities for peer collaboration and cooperation as students work together to solve challenges, fostering a sense of community and teamwork.

A challenge board can create a dynamic and engaging learning environment that promotes student agency, skill development, and academic success.

Meet Room 7's Reading buddies

During our Literacy time we met our new reading buddies for 2024.

We all sat together and discussed how their different personalities might be and each got a special name.

The students were so excited to build a relationship with their reading buddies. 

Let's meet them:

Frankie - the pepper frankenstein: he loves to listen to stories and can be a bit playful sometimes.

Love Heart - the pink elephant: she has a heart full of love and think her reading buddy is the best reader and writer in the world.

Sparkles is our kind-hearted dog: he will make sure nobody disturbs you when you are reading.

Simba - strong willed lion: he will read along with you to make sure you are on the right track.

Isabella - our trying turtle: she will motivate and encourage you until you are confident.

Last but definitely not the least - Mr Crabs, the lobster: he can see everything anywhere in the class, he will make sure you show integrity.

                                                           Sparkles is reading with Susana.

Avee and Simba has a strong connection.

                                             Love Heart is teaching Carter, Mr Crabs and Isabella the digraph /sh/.

Can't wait how our buddies will assist our learners in their learning.