Collaborative inquiry as we share our class in a job share position.
Priorities are to improve their oral language skills and vocabulary in order to understand what they are reading and to become more expressive in their writing. We encourage them to use ‘Wow’ words in their writing to add interest, but their language is very limited, so often the most expressive words they use are ‘good’ and ‘great’.
Often when reading stories to them words need to be explained, so they get the full meaning of the story. The class in general has very limited vocabulary.
Two of the lower reading groups, are having difficulty moving ahead due to being unable to sound out or to pronounce unknown words due to poor phonemic awareness and/or limited vocabulary, so we will focus on the 6 children from these two groups.
Priorities are to improve their oral language skills and vocabulary in order to understand what they are reading and to become more expressive in their writing. We encourage them to use ‘Wow’ words in their writing to add interest, but their language is very limited, so often the most expressive words they use are ‘good’ and ‘great’.
Often when reading stories to them words need to be explained, so they get the full meaning of the story. The class in general has very limited vocabulary.
Two of the lower reading groups, are having difficulty moving ahead due to being unable to sound out or to pronounce unknown words due to poor phonemic awareness and/or limited vocabulary, so we will focus on the 6 children from these two groups.
Our expectations:
For each child to increase their Oral Language test score by at least six months.
For each child to move on to the next colour set of Basic Sight Words(BSWs).
Action plan for Term 3:
Create an oral language page on our Te Whare Kiwi Junior Site, with various activities to help parents and children spark interesting discussions.Discuss the page/slide on the site in class on Mondays.
Word Hunters: Add our class interest words to the site. 5 new words per week. Chn tell parents the meaning of the words and use each word in a sentence. Also display the words in class. Refer to the week’s word hunter words often in class during the week to check for understanding. Refer to how vocab enhances literacy skills.
Daily practice of reading and writing BSWs.
Word Power: Weekly, chn write as many words as they can in 3 minutes. Must be spelt correctly and they must be able to read them. Try to increase their score each week.
For each child to increase their Oral Language test score by at least six months.
For each child to move on to the next colour set of Basic Sight Words(BSWs).
Action plan for Term 3:
Create an oral language page on our Te Whare Kiwi Junior Site, with various activities to help parents and children spark interesting discussions.Discuss the page/slide on the site in class on Mondays.
Word Hunters: Add our class interest words to the site. 5 new words per week. Chn tell parents the meaning of the words and use each word in a sentence. Also display the words in class. Refer to the week’s word hunter words often in class during the week to check for understanding. Refer to how vocab enhances literacy skills.
Daily practice of reading and writing BSWs.
Word Power: Weekly, chn write as many words as they can in 3 minutes. Must be spelt correctly and they must be able to read them. Try to increase their score each week.
Update:
Wk 1: Letterland Sounds & Actions. Began by revising the Yolanda Soryl notes and phonics manual over the holidays.Te Pihi class revised the Letterland sounds and letter names (many confusions with the names) to start the term. We are revising letter names and sounds as a whole class, as there were six new graduates who moved up to our class, 3 of ours graduated to the next class, and our reading groups were slightly rearranged. It is good for the whole class to revise phonics in any case. The focus group will now be nine students from Caterpillars and Dragonflies reading groups.
We did a 3 minute Word Power race, which the chn enjoyed, even though they didn’t write many words...They are allowed to copy words, so long as they can read them to the teacher.
Wk 2: Letter sounds without picture aids. This week we are revising the letter sounds and names without the aid of the Letterland Picture clues, just letter cards. The children have found this quite difficult as they rely on the picture prompt. We are also doing some word families with our Shared book : cat, rat, mat, sat… looking at changing the initial sound.
Word Power: All chn either improved their Word Power score or equalled their score from Week 1! YAYY!! We were all rapt with that!!
