Literacy Learning at Home

 My amazing colleague, Melissa and I ran a workshop for whānau around how to support your child at home with literacy learning. It was a huge success w and we were given loads of positive feedback from parents. 

There were 3 sections to the workshop: 

  • Reading at home 
  • Writing at home 
  • Spelling at home 
We made the workshop interactive with a game or activity for parents to complete at the start of each section. We also had a takeaway pack filled with loads of resources including: spelling lists, reading question prompt cards, spelling games and ideas for writing at home. 

Check out the slides :) 

Comments

Post a Comment

Popular posts from this blog

DFI Session 3: So much fun getting creative!

Image
Today was so much fun. We focused on the Create aspect of the Manaikalani Learn Create Share and I learned so many new tricks to get creative with my learners as well as how to use Google tools creatively as a resource for my teaching.  Create Children from the day they are born love to create! But somewhere along the way, it gets knocked out of them. Sir Ken Robinson - advocates for creativity in schools. Interview about beliefs on creativity in schools.   Employers need and want people who are creative! How could I use the create aspect for literacy - in particular Oral Language? Slides to Create Digital technologies are such a hook for our young people. With the removal of paper and pen writing results has improved!! Children can now focus on being creative writers. However how can we use technology to empower creativity in reading and maths? Do we have time for learners to learn, create and share throughout every d...
Read more

TAI post 5: My preliminary findings

Image
The results from the Combi Tool: From the Combi Tool data, we noticed that the learners are not necessarily shy and they are willing to communicate with others. However, they lack the ability to articulate elaborated responses. I am thinking about whether they are given opportunities to build on their responses? Are elaborate responses modelled or scaffolded to them regularly? We also notice that learners require prompting when responding and their responses are rarely spontaneous. This makes me wonder about the culture of the hub? Do we allow learners time to think about responses? Are they given time to share these responses regularly? What feedback is given to them about conversations? Student voice: What did you learn about today? "I learnt how to stop and sound out words.” Answers show that learners do not have the dialogue to discuss what they have been learning about. They touch on the surface of the learning but it is not specific. Reflection: Could I gi...
Read more

Blog post #10 Reflecting on my inquiry term 3

Image
Blog post #10 Restate your inquiry question and your theory of action/chain of events ( so you keep your eyes on the prize ) Describe how you will collect information about the implementation of your changed practices/intervention ( so it is clear what you doing differently ) My Inquiry Question How might an increase in oral language opportunities support Maori learners to develop agency in literacy? Changes to my teaching:  I have increased oral language opportunities into my literacy programme. - Independent activities: - Time to reflect on learning by using learner qualities:  - Gifting vocabulary to reflect on own learning and peer learning:  - Creating a success criteria of what a "good speaker" looks like and sounds like. Reflection:  I am noticing a change in my learners oral language capabilities through the Combi tool data, as well as seeing good progress in most learners running record results. However, I would like to see ...
Read more