Thursday, 23 June 2011
Reading (part 2)
Rhiannon reads with great pace and some expression a good starting point for highlighting what reading should sound like when reading like we talk.
Reading
I decided to use the flip video to record Josh reading. I have been working on getting him to read like he talks, speeding him up to make it more fluent. So I put the technology to good use by getting Rhiannon to film Josh reading The Leaf Boats a book he has read with me and is comfortable with. Then I got Josh to film Rhiannon reading the same book. She reads it with expression and speed. Tomorrow I will spend our guided reading lesson reflecting on these videos, comparing them with me asking Josh what he thinks his next learning step will be in reading.
Wednesday, 8 June 2011
Writing Moderation with Pukete
Yesterday's writing moderation with Pukete was good to get the feel of what other schools are doing and if we are moving in a similiar direction. Our group placed books on tables according to being at, getting there or below. While this was helpful to see that we were on the same page, I would have found it more beneficial to look at specific examples of a Year 2 Level 1iii for example and to work with these levels which can be hard to place sometimes.
Pukete brought up an interesting comment with their writing being done in pen; due to less time wasted sharpening pencils and no rubbing out of ideas that all form the end product. I guess this highlights the fact that the children's books are living documents that evolve and showcase the process not just the end result. I can see the pen idea working well in my class particularly for a group of boys who will waste time at the rubbish bin sharpening their pencils. Perhaps children may even feel as though with the pen becomes the responsibility to keep their book work even tider?
As a middle syndicate at Vardon I think our notetaking notebooks have been a great way for kids to get pen to paper and just write ideas and highjack these ideas off one another, planning their writing and then using these words in their writing. Language experience and the motivation to write is another big thing which wer are continually looking at ways to encourage not just the reluctant writers but to push those more capable. I guess language experience helps to put children in the shoes of the person in the story or to help build up the picture in the readers mind as they experience it first hand. I often find too with language experience that simlies find their way into writing without children even being aware sometimes, as they describe raindrops feeling like rocks falling on their heads.
Writing is tricky to assess and can often be a challenge to teach but the rewards are great. Seeing how far they have come as well as sitting down next to a child and being surprised with where their imagination has been able to take you as a reader. While writing may feel like a dying art we will always need to write and communicate in one form or another and people will always enjoy a good book, whether it is snuggled up with a hardcopy or scrolling through the pages of their i-pads.
Pukete brought up an interesting comment with their writing being done in pen; due to less time wasted sharpening pencils and no rubbing out of ideas that all form the end product. I guess this highlights the fact that the children's books are living documents that evolve and showcase the process not just the end result. I can see the pen idea working well in my class particularly for a group of boys who will waste time at the rubbish bin sharpening their pencils. Perhaps children may even feel as though with the pen becomes the responsibility to keep their book work even tider?
As a middle syndicate at Vardon I think our notetaking notebooks have been a great way for kids to get pen to paper and just write ideas and highjack these ideas off one another, planning their writing and then using these words in their writing. Language experience and the motivation to write is another big thing which wer are continually looking at ways to encourage not just the reluctant writers but to push those more capable. I guess language experience helps to put children in the shoes of the person in the story or to help build up the picture in the readers mind as they experience it first hand. I often find too with language experience that simlies find their way into writing without children even being aware sometimes, as they describe raindrops feeling like rocks falling on their heads.
Writing is tricky to assess and can often be a challenge to teach but the rewards are great. Seeing how far they have come as well as sitting down next to a child and being surprised with where their imagination has been able to take you as a reader. While writing may feel like a dying art we will always need to write and communicate in one form or another and people will always enjoy a good book, whether it is snuggled up with a hardcopy or scrolling through the pages of their i-pads.
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