Tania's Professional Learning Blog

I found this on Facebook this morning. I am so excited to share this amazing resource with teachers  This was the message by Sarah Peck on the Primary teachers page: Kia ora koutou, not sure how many of you use the Syntax Project for a sentence-level writing resource but here is the scope and sequence with NZ Year level equivalents added. All of the slideshow resources that support the scope and sequence can be found at https://ochre.org.au/ac/the-grammar-project/. You will need to register for (free) access. The materials are designed for NZ Year 0 (NE) to Year 7, however I think if you have older struggling learners that still need sentence level writing teaching, learning, review and practice then you'd potentially still get a lot out of what's on offer. The Syntax Project work has been developed by Australian teachers, for teachers, and is underpinned by work from The Writing Revolution, and the Morphology Project references William Van Cleave's work. Here is the link: ...

This report reviews the progress and achievement of Year 0-3 students at Glen Taylor School in the Better Start Literacy Approach (BSLA). Focusing on literacy areas like phonemic awareness, letter knowledge, vocabulary, reading comprehension, oral language, and writing skills, the data tracks Year 0-3 students' development throughout Term 4. The assessment data shows significant progress in these core literacy skills, highlighting both strengths and areas where further support can help. The graphs included reflect the progress of students who completed both the baseline and 10-week assessments, focusing on skills they were not yet proficient in at the start. BSLA Tier 2 Students: Initial Phoneme Identity   I'm so excited about the progress our Tier 2 students are making in picking up those initial phonemes! A bunch of them have hit or are super close to the target level, which is awesome to see. The jump from baseline to progress check shows that our current approach is really ...

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...

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 understa...

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. High...

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.

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 s...

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: Autonomy : Students need to feel a sense of control over their learning and have opportunities to make choices. Belonging : It's essential for students to feel connected to their peers and teachers, fostering a supportive community. Competence : Students should feel capable and successful in their learning tasks, which builds confidence. Doing : Active, hands-on learning experiences are crucial for engaging students and making learning meaningful. 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. Autonomy : Choice ...

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 s...

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 pro...

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 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 ...