Helping Our Tamariki with b/d Confusion: Strategies That Work

As part of my ongoing teaching inquiry into how we support early literacy—especially for those tamariki who need a bit more time—I came across this really helpful article from All About Learning Press that offers clear, simple strategies to help children who confuse b and d.

Let’s be honest—this is super common and very normal for our 5- and 6-year-olds. But for some, it sticks around longer and can start to impact confidence, writing fluency, and reading accuracy.

What’s in the Article?

The blog post outlines:

• Why letter reversals are a developmental stage, not a sign of dyslexia on their own.
• Fun, hands-on strategies to help children lock in correct b/d formation.
• Practical tools that both ECE and NE teachers can easily integrate into their day.
• One of my favourites from the list is the “bed” trick—using both hands to form the shape of a bed (with thumbs up) to remind kids that b comes before d. It's kinaesthetic, memorable, and easy to teach.
• Another great one is using visual mnemonics and consistent language when forming the letters—like always saying “bat before ball” for the letter b, and “doorknob then door” for d.

Why This Matters for My Inquiry

As I’ve been looking into supporting students who are not quite ‘school ready’, letter formation and orientation is one of the areas that keeps popping up. For some children, these reversals are more than just a hiccup—they become a source of frustration and disconnection from early literacy.

If we can address it early with low-pressure, playful strategies, we’re setting them up for success—not just in writing, but in confidence.

How ECE and NE Teachers Can Use This

In Kindy or ECE settings: Start with body-based learning—hand signals, air writing, songs. No pressure to “get it right” but constant exposure to directional concepts helps lay the foundation.

In New Entrant classrooms: Make b/d practice part of your handwriting and phonics routines. Repetition through movement, visuals, and consistent cues is key.

🔗 Read the full article here:

👉 Why Some Kids Struggle with Letter Reversals (and What to Do About It)

Would love to hear if you’ve used any of these in your classroom—or what’s working well for your!

Are We Missing the Plot?

 

A Reflection on Play, Policy, and School Readiness
What We Count, Counts. Why the Debate is About Ideology, Not Curriculum. Sarah Aiono Jun 28


Kia ora whānau,

This week I came across a thought-provoking presentation by Dr. Sarah Aiono, shared at the IPA Asia Pacific Conference in Melbourne, and it honestly stopped me in my tracks. It spoke directly to the heart of something many of us working in ECE, New Entrants, and Kāhui Ako spaces have been feeling for a while:

Are we so focused on curriculum and data that we’re forgetting our tamariki aren’t always ready to learn when they walk through the school gate?

Dr. Aiono’s presentation—titled “What We Count Counts: Why the Play Debate is About Ideology, Not Just Curriculum”—really pushed me to think about how our systems are shaped not just by what we teach, but by what we value.

You can read the full transcript here on Dr. Aiono’s LinkedIn.
What Stood Out to Me
The main message?
 It’s not just the curriculum that needs changing—it’s the thinking behind it.

She challenges us to ask:

• Who do we believe children are?
• What is learning actually for?
• Are we measuring what matters?

Too often, systems are built on the belief that education exists to create future workers. That’s where the pressure for data, benchmarks, phonics checklists, and early numeracy kicks in. And while none of those things are bad, they can become harmful if they’re prioritised before children are developmentally ready.

Dr. Aiono calls this the “future worker” lens—where play is seen as a distraction, not a foundation. But what if we saw children as citizens now? Whole, capable, curious little people already participating in the world?

In that light, play becomes the pedagogy, not the break from it.
Why This Matters for Us in Aotearoa – Especially in Lower Decile Communities

Working in a Kāhui Ako and in a school where equity is central, I see the tension daily. We’re working hard to lift achievement, track progress, and respond to data—but some of our 5-year-olds are arriving without the oral language, social readiness, or emotional regulation they need to thrive in a structured classroom.

Here’s what I believe (and what this reading confirmed):

• We need to prioritise oral language. Rich vocab, conversation, storytelling, singing. Words like more/less, estimate, describe, explain need to be embedded in context.
• We need to develop executive function—through play. Planning, sharing, waiting, leading, coping when things don’t go to plan.
• We need to make time for social-emotional learning. Not just as a behaviour management tool, but as a learning goal in itself.
• We need to slow down when they first start school. Not rush straight into the curriculum before they’re developmentally ready.

What We Could Be Doing Differently

As a Kāhui Ako Across School Lead, this reading really challenged me to think about how I can support our ECEs, kindergartens, and new entrant teams better.
Some ideas I’d love to kōrero more about:

• Co-developing a play-based transition framework across ECE and NE, especially for tamariki turning 4–5.(Have implemented this with 4 ECEs and Kindergartens now)
• Using tools like the P-BLOT to help teachers observe and respond to deep-level learning in play. https://www.longwortheducation.com/p-blot/       https://eyrl.nz/play-based-learning-pic/
• Joint PLD sessions between ECEs and schools about oral language, play, and developmental readiness.
• Reframing what we mean by 'readiness'—because it’s not just about recognising letters or numbers. It’s about being settled, confident, and curious.

Final Thought

The provocation I’m sitting with now is:
What is education for?
Is it to produce outputs—or to grow humans?

Because if we really believe that tamariki are taonga, and that learning is a process of becoming, then play is not a luxury—it’s a necessity. And we need to protect and prioritise it, especially for our most vulnerable learners.

Big mihi to Dr. Sarah Aiono and Play Australia for starting these important conversations.

Handwriting - ideas how support teachers

I stumbled upon this super cool document called "Multisensory Writing: Handwriting Supports" from a pediatric occupational therapist, and it's packed with awesome ideas to help our kids with their handwriting!

For all you kindergarten and new entrant teachers here in New Zealand, here's what's super important to keep in mind:

• Spotting Handwriting Hiccups: We're talking about all those common struggles tamariki have, like pressing too lightly or too hard with their pencil, writing huge letters or totally missing the lines, squishing words together or leaving huge gaps, and not quite getting the hang of tall vs. short letters.
• Easy, Hands-On Tricks: The document is full of practical tips, and a lot of them use different senses, which is brilliant! Think things like using carbon paper, sandpaper, those bendy Wikki Stix (not the same as pipe cleaners, by the way – Wikki Stix are wax-coated yarn, super safe and sticky!), or even just cool visual cues.
• Getting That Pencil Grip Just Right & Building Hand Strength: It really highlights how important a good pencil grip is and suggests fun activities to build those fine motor skills, even when they're not actually writing.
• Simple Solutions, No Fancy Stuff Needed: The best part? Lots of these ideas don't need any special, expensive gear. You can totally make them happen right there in your classroom.

So, how can we make this happen in our classrooms?

• If they're writing too lightly:
  • Pop some carbon paper under their writing page to make sure their marks show up clearly.
  • Grab some #1 pencils with softer lead or thicker pencils – they usually write darker.
  • Get them writing on a vertical surface, like a whiteboard or an easel.
  • A weighted pencil can sometimes help them feel the pencil better.
  • Have some fun with shading exercises.
• If they're pressing too hard:
  • Try writing on sandpaper for some cool bumpy feedback.
  • Practice on tissue paper – it'll tear if they press too hard, which is a great clue.
  • Use gel pens with leaky ink – again, they'll know if they're pressing too much.
  • Mechanical pencils can be good because the lead breaks easily.
  • Let them try writing on a mouse pad.
  • Show them examples of "too light," "just right," and "too hard" pressure.
  • Practice writing lightly and then erasing without leaving a trace.
  • Do some exercises where they tense and relax their hand to get a feel for how much pressure to use.
• If their writing is too big or not on the lines:
  • Use Wikki Stix right on the lines for some tactile help.
  • Make those lines bolder or darker, especially the bottom one.
  • You can even cut out the handwriting line itself.
  • Slide some index cards or different coloured paper under the line to make it stand out.
• If they're having trouble with spacing:
  • Grab a spacing tool, like a popsicle stick, to help them measure.
  • Bold the lines where the words should sit.
  • Teach them the "finger spacing method".
  • Try the "spaghetti and meatball method" for spacing – sounds fun!
    
    
    
• If they're not telling the difference between tall and short letters:
  • Highlight the bottom half of the writing space where short letters go.
  • Put boxes around the letters to help them see the height difference.
  • Use visual cues like "sky line," "plane line," "grass line," and "worm line".
    
  • A writing grid can also be super helpful.
• For a super duper pencil grip:
  • Get them writing with shorter pencils.
  • Cut out holes for their three main fingers in a mitten or sock.
  • Do lots of fun fine motor activities that aren't just about writing.
  • Have them hold a small item (like a pom-pom) in their palm with their pinky and ring finger while they write.

Why is all this important?

Handwriting is a big deal! It's one of those basic skills that really helps tamariki do well in school. When they can write neatly and easily, it makes it so much simpler for them to get their ideas down, finish their work, and just be confident in the classroom. Think of it this way: students with better handwriting often produce higher-quality written compositions because they can focus on their ideas instead of struggling with letter formation. Plus, handwriting is now part of our new literacy curriculum! That just goes to show how important it really is. Getting in there early with these multi-sensory tricks can make learning to write way more fun and successful for our little ones, stopping them from getting frustrated and helping them love writing!

Observing Through Play: Unlocking True Potential

Observing Through Play: Unlocking True Potential

Let’s Get Real—Play Tells the Full Story!

You know those first few weeks of school when everyone’s finding their feet (and maybe their shoes)? That’s not the time to whip out formal tests and clipboards of doom! Instead, our "Tools, Measures & Approaches" plan encourages us to step back, tune in, and let our tamariki show us what they can really do—through play.

Because here’s the secret sauce: play isn’t just fun—it’s full of golden information.

What Are We Actually Doing Here?

We’re putting the tests on pause and pulling out our invisible superhero capes: the observer lens.

We watch, really watch, our learners in action as they build, create, chat, problem-solve, and navigate social situations in both structured and unstructured play. We're not looking for right or wrong, we’re tuning in to the how, the why, and the wow moments.

Using a simple framework, we can spot things like:

• 🗣 Oral Language(and this is now a part of our curriculum) – Are they directing others, telling stories, asking questions, or chatting your ear off in the home corner?

• 🧩 Problem-Solving – Can they figure things out, change plans mid-build, or ask for help?

• ✍️ Fine Motor Skills – Can they thread beads, draw people with eyebrows, or build epic towers?

• 👯 Social Skills – Are they navigating friendships, playing fair, or solving little arguments with surprising wisdom?

• 🔤 Early Literacy & Numeracy – Do they notice letters, ‘read’ to teddy, count pretend money, or spot patterns?

Why It Matters

Play is a child’s superpower. It’s how they process the world, and it’s where their true learning identity starts to shine.

• It’s the real deal: Kids are more relaxed and natural when they play, which gives us way more insight than a desk-based task ever could.

• It shows how they learn: Not just what they know, but how they think, persist, ask for help, or collaborate.

• It lowers the pressure: Eases the "new school jitters" and makes school feel like a place of joy and exploration.

• It highlights hidden gems: That quiet child who barely speaks during mat time might be a boss in the block corner!

How Can We Make This Happen?

For ECEs:

• Capture moments as they happen: Use photos, short notes, or even quick videos (with permission) during play.

• Use a simple observation guide: Watch for things like cooperation, focus, or creativity.

• Set the scene for magic: Offer open-ended materials and provocations that spark curiosity and collaboration.

• Share the story: Pass on key observations to the primary school—those golden nuggets make all the difference.

For Primary Schools:

• Protect play time: Those first few weeks? Let them be rich in both indoor and outdoor play.

• Set up “observation stations”: Rotate around different zones (e.g., blocks, dramatic play, puzzles, art) and observe.

• Teamwork makes the dream work: Chat with other staff daily to share insights. You’ll be amazed what each of you picks up.

• Keep it simple: Sticky notes, clipboards, or digital docs—record quick, factual snapshots like “Jas played independently for 20 minutes creating a zoo and naming all the animals.”

• Get curious with questions: Ask “What are you thinking?” or “Tell me about your game” to understand deeper thinking.

• Resist the urge to formalise: Trust the process—if we watch with intention, the readiness signs will show themselves.

What’s In It for Our Tamariki?

• They feel safe and confident: School starts as a joyful, welcoming place—not a test zone.

• They can be themselves: We see their spark, their quirks, and their super strengths.

• We meet them where they are: Teaching becomes more responsive, more personal, and way more powerful.

• We grow together: Through play, kids form connections with peers and teachers, building trust and community from day one.

---

So let’s swap the test sheets for sandpits, the pressure for play dough, and give ourselves permission to slow down and truly see our learners. Because those moments in the block corner? That’s where magic happens. 

Senior Leadership and whakaaro around my inquiry

In my discussion with the principal about my inquiry focus, they were fully on board and acknowledged that this is a critical area of need. They understand the importance of ensuring that new entrants have the foundational skills required to succeed in Phase 1 of the new curriculum and agree that the six-month timeframe isn’t always enough to bridge the gap between ECE and primary school.

As I am now also acting as DP, the principal has woven my Across School Lead (ASL) inquiry into my job list for this role. This integration will allow me to take a broader, more strategic approach to the issue, working not just within my own class but across the school to support structured transitions and early intervention strategies.

This will help me learn more by giving me access to a wider range of data, student learning trends, and opportunities to collaborate with other teachers and leaders. It will also allow me to do more by implementing school-wide strategies, trialing interventions, and working closely with ECEs, whānau, and other key stakeholders to strengthen the transition process. Having this as part of my DP role means I’ll have the influence and scope to make a real impact, ensuring our youngest learners get the best possible start to their school journey.

Creating a sense of belonging through transition - this is a publication. Ormiston Primary School and Edukids Flat Bush Centre (TLIF 5-043) - Creating a sense of belonging through transition

The transition process planned through the project allowed to address issues of social and emotional development in children. It created positive experiences for learners and their families as a whole, thereby helping to address needs within a social context. It also considered the relationships within family and prioritised involvement and partnership between children, parents, whānau, ECE and the school. This helped to create continuity with earlier educational experiences, and had positive effects on student motivation, their relationships with their peers, their interactions within the environment, and their overall sense of belonging, role and identity.

Addressing the readiness of students entering school is a pivotal issue this year, as it directly influences their ability to engage with the new Maths and Literacy curriculums. Ensuring that children possess foundational literacy and numeracy skills before starting school can significantly enhance their learning experiences and outcomes.​

To facilitate a smoother transition from early childhood education (ECE) to primary school, creating a checklist or guidelines for ECE programs is essential. These guidelines should focus on key competencies such as:​

• Basic Literacy Skills: Recognising letters, understanding phonemic awareness, and developing vocabulary.​
• Basic Numeracy Skills: Counting, recognizing numbers, and understanding simple mathematical concepts.​
• Self-Care Abilities: Managing personal hygiene, dressing, and eating independently.​
• Social Skills: Taking turns, following instructions, and interacting positively with peers.​

Collaborating closely with ECE providers to implement these guidelines will help prepare children more effectively for the demands of the school curriculum.​

For further information and resources, consider exploring the following links:

• How early learning educators help children prepare for school
• Get Your Child Ready For School: 7 Essential Skills for School Readiness

These resources offer valuable insights into preparing children for school and the importance of early literacy and numeracy skills.​careforkids.co.nz

Here are some interesting reads from other countries and their findings:

theguardian.com

'If you don't get early years right, children are unlikely to catch up': why South Africa is trying to reboot its school system

theaustralian.com.au

It's a no-brainer: kids rocket under direct instruction(if you have subscription)

theaustralian.com.au

Pearson's explicit plea: roll out direct instruction to all classrooms(if you have subscription)

Addressing the gap in foundational skills among new entrants is crucial because it serves as a catalyst for their future learning. Just as a catalyst in chemistry speeds up reactions by providing an alternative pathway with lower activation energy, equipping children with essential early literacy and numeracy skills accelerates their educational journey, reducing barriers to learning.​

To support this transition, creating a checklist or guidelines for Early Childhood Education (ECE) providers can be instrumental. Here are some key areas to focus on:​

1. Social Skills: Encourage activities that promote sharing, turn-taking, and cooperation. Organising playdates can help children learn to interact positively with peers. ​kiwifamilies.co.nz

2. Communication and Language: Practice basic communication scenarios, such as asking for help or expressing needs, to build confidence in interacting with teachers and classmates. 

3. Listening and Attention: Engage children in games like "Simon Says" to enhance their ability to follow instructions and improve attention span.

4. Understanding Spoken Instructions: Use multi-step directions in daily activities to help children become accustomed to processing and following complex instructions. ​

5. Narrative Skills: Encourage storytelling and sequencing activities to develop their ability to organise thoughts and recount events. 

6. Vocabulary Development: Introduce new words through reading, discussions, and exploratory activities to expand their language comprehension. ​

7. Independence: Teach self-help skills such as dressing, toileting, and managing personal belongings to build confidence and autonomy. ​kiwifamilies.co.nz

8. Exposure to Letters and Numbers: Familiarise children with letters and numbers through play-based activities, setting a foundation for literacy and numeracy. ​kiwifamilies.co.nz

Collaborating closely with ECE providers to implement these guidelines can significantly enhance children's readiness for school, providing that 'lower activation energy' pathway to successful learning experiences.

The challenges in a Year 1 class

The challenge I plan to focus on in this inquiry is that many students starting school are not ready for Phase 1 of the new Maths and Literacy curriculums. The expectation in the curriculum is that within six months, students will acquire the foundational skills needed to achieve the stated outcomes. However, evidence from my own practice and collaboration with ECE teachers indicates that this timeframe is for, some tamariki, often not enough to bridge the gap between early childhood education and primary school.

Many students enter school without the necessary early literacy and numeracy skills, such as phonemic awareness, letter recognition, one-to-one correspondence in counting, and basic oral language structures. This lack of readiness makes it challenging for them to engage with structured literacy and numeracy learning from the outset. Without these foundations, students struggle to progress at the expected rate, which can have long-term impacts on their achievement and confidence.

Through my structured literacy approach, tier 2 interventions, and collaboration with ECE teachers, I have seen the positive impact of targeted early support. However, the current curriculum structure does not always align with the needs of students who require more time and support to develop essential pre-literacy and numeracy skills. This inquiry will focus on identifying effective strategies to better support the transition from ECE to school, ensuring that all students can build a strong foundation for success in Phase 1 of the curriculum.

I’ve chosen to focus on this challenge because I’ve noticed a pattern where many students start school without the key literacy and numeracy skills they need for Phase 1 of the new curriculum. The expectation that they’ll catch up within six months isn’t realistic for a lot of them, as they often come in without basics like letter recognition, phonemic awareness, number sense, and one-to-one counting. This gap makes it hard for them to engage in learning straight away and can knock their confidence and progress.

From working closely with ECE teachers, I’ve seen that early intervention and structured support can make a big difference. But even with this, there’s still a need for a smoother transition so that kids arrive at school with the right foundations for literacy and numeracy. This issue is a big one in Manaiakalani schools too, where data shows many students start with low oral language and literacy skills, which affects how well they engage in the Learn, Create, Share approach, which fits perfectly with the Understand, Know and Do model.

For students who don’t yet have strong foundational skills, they need more direct teaching of the basics to fully benefit from these approaches. Across the cluster, early literacy and numeracy achievement is an ongoing challenge, reinforcing the need to strengthen the transition from ECE to primary.

Through this inquiry, I want to explore ways to better support new entrants so they’re ready for Phase 1 of the curriculum. If we can help bridge that gap early, we’ll set them up for success—not just in their first year, but throughout their learning journey in a Manaiakalani school.

Strengthening Transitions from ECE to Primary School: My 2025 Inquiry

I am incredibly fortunate to step into the role of an Across School Lead in 2025, a position that allows me to expand my reach and deepen my impact within the Manaiakalani cluster. 

Over the past few years, I have gained invaluable experience in structured literacy, curriculum integration, and early learning transitions. 

This year, I am eager to build upon this knowledge by working collaboratively with Phase 1 teachers to refine the transition process from early childhood education (ECE) to primary school. 

Additionally, I aim to support teachers implementing the new literacy curriculum, with a particular focus on aiding outlier students in Phase 2 and 3. 

My passion for education also drives me to work alongside beginning teachers, ensuring they incorporate more hands-on experiences and curriculum integration into their practice. Especially now with two new curriculums. Year 0-8 Mathematics and statistics Learning Area

Reflecting on 2024: What Worked? 

Last year, my focus was on working closely with two ECE teachers to create a seamless transition process. We implemented structured literacy approaches and targeted tier 2 interventions to support early learners. The data we gathered was phenomenal—students who participated in these transition initiatives showed greater confidence, engagement, and accelerated literacy development compared to those who had not. 

Some key successes included: 

• Enhanced Oral Language development: Pre-schoolers who engaged in structured literacy activities had a stronger foundation for reading and writing upon starting school. 
• Stronger relationships between ECE and Primary Schools: Regular communication between ECE educators and primary teachers allowed for better understanding of each child’s strengths and needs. 
• Whānau Engagement: Parents and caregivers felt more informed and involved in their child’s transition, making them active partners in their learning journey. 

The Focus for 2025 Building on last year’s successes, my inquiry for 2025 will take a more structured and data-driven approach. 

Key areas of focus will include, but are not limited to, the following:

• Refining Transition Frameworks: Developing a clear, consistent transition plan that can be adapted across different ECE settings and primary schools. 
• Expanding Collaboration: Strengthening relationships with more ECE centers and increasing professional learning opportunities for educators on both sides of the transition. 
• Incorporating Neurodiversity Supports: Recognising the increasing number of neurodiverse students, I aim to explore specific strategies to support these learners from the very start of their schooling journey. 
• Tracking Long-Term Impact: Gathering data not just on immediate school readiness but also on how these transition practices impact students in their first year and beyond. 
• Supporting Beginning Teachers: Working alongside beginning teachers to support their growth in incorporating hands-on experiences and curriculum integration into their practice. By providing mentoring and professional learning opportunities, I aim to ensure they feel confident in supporting a diverse range of learners, especially as they engage with the transition process and literacy development.

Why This Matters

The first years of schooling lay the foundation for lifelong learning. A positive transition experience helps children develop confidence, resilience, and a love for learning. By refining and expanding transition practices, we can create a school environment where all tamariki feel safe, supported, and ready to thrive.

Working with outlier students is crucial because it ensures that those who may be at risk of falling behind receive the targeted support they need to succeed. These students can benefit from tailored interventions that help bridge gaps in their learning, ensuring no child is left behind.

Furthermore, upskilling ourselves as educators is essential, particularly with the introduction of two new curricula. As we navigate these changes, it's important that we are equipped with the knowledge and skills to implement the new frameworks effectively, ensuring that all students, including outliers, benefit from high-quality teaching and learning. By focusing on building our capacity to support diverse learners, we can create an inclusive environment where every child is given the tools they need to succeed.

I’m looking forward to seeing how this inquiry unfolds in 2025 and the impact it will have on our learners. If you’re an ECE educator, primary teacher, or whānau member interested in being part of this journey, I’d love to connect and share insights!

You can find my booking page below. Feel free to share this with your school and SLT. I’m excited to connect and collaborate.

Tania Botha

taniab@glentaylor.school.nz

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!

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.

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. 

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:

 

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.

The Primary Issue: Have students got the skills they need to start school?

I am back and more determined to find ways to engage more ECE and kindergarten teachers to help their tamariki fill those foundational skills before they starts school. My focus this year will be on the transition from ECE to Primary school. Finding creative and engaging ways to help teachers boost the students' readiness for school and with confidence.

I will also focus on Literacy specifically writing and how I can make it more engaging for the tamariki who lacks foundational skills and Oral Language. I will be developing resources and activities to build those skills and share with other colleagues in the cluster as well as the ECEs.

Creating a website with all the useful resources will be one of my tools I would like to create. 

What is happening: 

• The Government is pouring extra dollars a year into early childhood education without pausing to measure whether the increase is helping improve children's development. But no data has been collected.
• Primary school principals say despite a huge surge in pre-school participation, they are not seeing better early literacy and numeracy skills among 5-year-olds, with some worried it was getting worse.
• Critics say the variable quality within the early childhood sector is one of the reasons children arrive at school without the skills they need to make the most of formal learning, meaning they are at risk of lagging behind.
• "You don't want children at early childhood education to be sitting on the mat and sitting up straight. You want lots of developmental play. You want the opportunity to use rich language," said principal of May Road School in Mt Roskill, Lynda Stuart.
• "But you need qualified teachers to provide quality learning environments. And we're not putting money into quality ECE."
• Frances Nelson, principal at Fairburn School, said they had been concerned for a long time at students' literacy and numeracy skills as new entrants, particularly in oral language.
• "If anything we would be thinking it's deteriorating. We certainly get lots of kids with learning difficulties that aren't being picked up at preschool, so they're not getting the early intervention they need."
• Significant Covid19 impact: Parents surveyed spoke about challenges at home, including financial and time pressures, which limit the time they are able to spend with their children. 
• Teachers identified the following reasons why children aren’t school ready (listed from most impacting): 
• Parents spending more time on electronic devices than with children 
• Less time spent at kindergartens due to lockdown restrictions. 
• Parents not reading to children. 
• Children spending more time at home, with less access to interaction with other children. 
• Parents don’t know what ‘school ready’ looks like. 
• Parents don’t care or think it is their job to prepare their child for Reception Lack of targeted state support for parents (e.g. health visitors) 
• Lack of peer or community support for parents (e.g. parent and baby groups) 
• Variable quality of ECE and kindergarten education 
• Rising cost of childcare.
• The impact of Covid-19 on the level of school readiness is still a factor, albeit of decreasing importance. Of critical interest to us at Kids Matter is that teachers cite ‘lack of state, community and peer support for parents’ as key factors impacting the capacity of parents to prepare their children for school.

We are seeing more children starting school well below the expected level including behaviour challenges.

Additionally, I'm interested in exploring collaborative teaching and its recognised effectiveness as a modern approach to teaching and learning across various subjects. Furthermore, I'm eager to apply the insights and expertise I've acquired while collaborating with teachers from my school, as well as those from neighbouring schools and early childhood education centres.

This is definitely an ongoing battle. 

My objective is to connect with children at the earliest opportunity, ensuring they begin primary school with a solid foundation and the resources they need to thrive academically and personally. By intervening early, I aim to equip them with essential skills and support, setting them on a path toward success and excellence throughout their educational journey.