Tag Archives: young developing writers

The teaching text we/I need! Just imagine…

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To the many teachers who contact me about the work of Angela Stockman and Steve Peha.

Just imagine having at your fingertips a writing text or texts which take you from curriculum design to implementation to assessment and where instruction is guided from student work… and written for the Australian Curriculum and other curriculums. That would be something because I know there’s a gap. Yes, there is some excellent material out there but it’s difficult to implement. Imagine…. if the text and extras were cloud based as well. I can!!

Just maybe, and I mean maybe, this could happen and I’ll keep all posted here! Fingers crossed!

Cheers Nina

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Steve Peha: Be a Better Writer – When are you coming to Australia Steve?

Peha

I’ve been incorporating Steve Peha’s writing strategies into my writing teaching for many years. I don’t have a huge amount of Facebook friends but I’m pleased Steve is one of them! You’ll find some amazing support here… Also when Angela Stockman recognises a literacy leader, I listen! Another Facebook friend! 🙂

Website

Cheers Nina

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Nelson Literacy Directions Comprehension Years 3-6 Sample: Planning Reading Comprehension- Example and some questions answered!

This post has been written to answer specific questions I’ve been receiving, so I thought I’d share some ideas I’ve collected here….

Each day I’m learning something different about this resource. It’s like peeling the skin off an orange and pulling apart the segments. (What strategy?)

Explicit Teaching: Learners need substantial guidance. Below is an example of how NLDC Digital Texts for Box 5 can be planned across the year, linking the 6 comprehension skills, focus reading strategies and different text types.

First: Gather data – PM Benchmark RAR – Use Software to expedite analysis

Lesson Structure

WHOLE – Launch / Whole Class Focus

PART – Modelled / Guided/ Reciprocal Teaching /Independent Reading/ Read Aloud / Literature Circles

WHOLE – Reflection / Sharing

NLD Comprehension Box 5 example to get us thinking… ????????????????????????????????????

Term 1. Whole Class focus

EXPILICIT TEACHING OF:-

Text Type: Narrative (imaginative)

Focus Skill: Making Inferences

Comprehension Strategies Focus: Cause & Effect, Figurative Language, Main Points & Bigger Ideas & Problem/Solution

Digital Text: Amy’s Brainwave (You’ll be using other supporting texts e.g. Big Books as well )

Term Planning Outline: Text Type, Reading Skill & Comprehension Strategies Example

Term 1: Text Type Focus for Reading and Writing – Narrative

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Assessment of students: Benchmark recommendations for future learning – form groups of students with similar reading ability and learning goals.

Example Group Spread: Assessed for Guided Reading – NLD9/10 These levels are correlated to PM Levels and Reading Ages

 Example Below – Part: Guided Reading- Text Selection: Reading Age 10.1-10.3

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To add to the mix there is the NLD Directions Exemplar Cards and Big Books, levelled novels and Guided Reading Card box sets.

Hope this helps! Any thoughts?

Cheers Nina

 

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READING: Two presentations complete and I’m still learning!

This week I presented the new PM Benchmark Reading Assessment RAR for Cengage Learning and other resources which support comprehension. I’ve always loved PM for many reasons. The PM Assessment RAR impresses me because it provides ‘point of need’ information. I’ve snipped a few of my slides to share here.

My first presentation was for a small group of teachers and I thank them for coming. I enjoyed chatting to them and ‘soaking up’ their commitment and passion for what they do!

My second presentation was to a much larger audience and I had the opportunity to speak to a number of them after the presentation. They were amazing and inspiring! Some were working in special education settings and I loved the commitment they had to maximizing the potential of all students.

Teacher Judgement and Student Learning: There will always be a need for teacher judgement. We know our students! Regardless, we must have accurate assessments to plan for future learning.

Teacher Judgement

Philosophy

I love the fact that the philosophy of PM starts with success and enjoyment. We want our students to love reading and understand what they’re reading at their point of need.

Core skills

These six core skills are the main skills and I’m saying it.  We need to unpack and build a deep understanding of what each means in terms of teaching and learning.

strategies

Given how busy teachers are we need to be…

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Allocating our time carefully to make sure what we are doing will be effective in our classrooms is vital. Being constructive, productive can mean evaluating what we are doing and making changes.

How can it be used.

What I really love! This is just an example of a few future learning goals for a student I assessed. There is so much more! And the assessment and online RAR gives me this information about the student so I can plan. This is just a snippet…

Recommendations

Planning teams

Unpacking future learning goals in teams and what it means at different stages of reading is powerful and effective use of our time. The online program can have as many students as you want – whole school data.

I’ve snipped a copy of a document I’ve printed which will guide my future planning for this student. It contains recommended learning goals for reading behaviours, retelling and comprehension and I can also add my own. I’ve also printed a document which tells me what the student is doing. Effective!

Emma RAR

There are so many amazing resources which I’m loving which support comprehension!

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Next week I’m in QLD! Above photo: Love the NLD Comprehension…

Tuesday 10/5 – Robina: Improving Comprehension Skills

Wednesday 11/5 – Camp Hill: Assessing and Teaching Reading Comprehension

Thursday 12/5 – PM Benchmark and New Digital Software

Cheers Nina

 

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Western New York Education Associates: My Fellowship Project: Improved student writing leads to improved reading. (Part 1)

I’m probably undertaking the longest fellowship research project known to Angela Stockman. Deciding what to research when I have so many ideas has been the hardest thing. Nailing down something that I felt could make a difference and reaffirm something I have believed for some time has been the key to my moving forward.

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Is there a positive impact on reading standards when students understand there are different writing genres and each genre has its own structure?

My answer is yes, but it’s not as simple as just saying that!

What I know!  When young children come to school many start writing and can read back their writing at the time of writing. However, many of these very young learners struggle to read back what they have written when presented with their writing at a later time.

What I know!  When is the shift ? Once students have learnt basic reading strategies and can read simple books (PM Level 5 or Fountas & Pinnell Level D) we have  shift. When combined with a core sight word list comprising of 30 words learners start moving rapidly.  Further vocabulary is learnt during the reading and writing process (context). These young learners are now learning about writing genres and how a text is written. They are connecting writing to reading and reading to writing…. and when they start seeing themselves as authors and sharing their writing with others they have purpose which means shift.

What I know! Focussing on teaching genres has an impact on a student’s understanding of how authors follow a set genre plan when writing. Once young learners are writing they are  initially  introduced to a Recount structure with the Narrative genre following soon after.

When young learners understand  genre structure  and start using  structures when composing their reading comprehension soars.

Example: Students who know there is a problem and solution in a narrative will look for the problem and solution when reading a text. Students who are learning the 6 Traits of Writing (Ideas and Content, Organization, Sentence Fluency, Voice an Word Choice) will be making connections to these when reading.

When young learners make the following connections – reading to writing and writing to reading their comprehension improves rapidly.

Young learners need to connect writing to reading and reading to writing and understand how each is reliant on the other. Reading skills need to be explicitly taught but not taught in isolation. Reading and writing sessions need to link prior learning to new learning including reading and writing small group teaching and assessment strategies.

Recently Angela Stockman sent me a link to The Writing Revolution.  This article was reaffirmed the learning trends I have been recording.

For years, nothing seemed capable of turning around New Dorp High School’s dismal performance—not firing bad teachers, not flashy education technology, not after-school programs. So, faced with closure, the school’s principal went all-in on a very specific curriculum reform, placing an overwhelming focus on teaching the basics of analytic writing, every day, in virtually every class. What followed was an extraordinary blossoming of student potential, across nearly every subject—one that has made New Dorp a model for educational reform. (The Writing Revolution)

Next post: Show me the data!

Cheers Nina

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The IB-PYP: Futures Planning & Learning

World Economic Forum The World Economic Forum 2014 -Skills needed in the 21st Century The World Economic Forum 2014 Skills needed in the 21st Century Video 1: What will learning look like in 2028?

video 2: How do we plan for 10, 20 or 30 years time?

These videos are worth viewing. As a trained IB teacher having extensive experience working in an IB-PYP school, I believe the IB program provides the education our students need now and will need in the future.

Video 1: Why 2028? Students at my previous school are already partaking in many of these initiatives now!

The World Economic Forum 2014 -Skills needed in the 21st Century – developed this diagram outlining the skills students will need for future employment.

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Link: World Economic Forum

What do you think?

Tomorrow is the first day of school for students in Victoria, Australia. Some young learners will be starting school as will many new teachers. Having taught all primary levels and later specialising in younger learners I have a few comments to make.

From the moment young learners walk through the school gates they are making judgements about others and themselves as learners. Its natural for students to compare themselves with each other. We’d like to think they don’t but they do.

This is where we teachers and parents can have an enormous influence. It may seem too early but it’s essential to get the message across to our students that we all have different learning needs.

The Learner Cycle used at my previous school by all teachers and learners is personalised in classrooms to include:

What do I want/need to learn?

How  best will we/I learn?

How will I/ we know what we have learned?

learner-cycle

Personalising learning for each student is one way of avoiding learners comparing themselves. Planning learning goals is crucial and I’ll expand on this in another post.

The last point I would like to make is: 

The young learners starting their Foundation year already know a lot about learning. Our role as teachers is to help our learners make connections from what they already know to new learning. I’ve posted Piaget on Piaget and its worth looking at!

Cheers Nina

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Remembrance Day 2015: Weary Dunlop and the IB Learner Profile and attitudes.

Firstly, 2015 was a busy year so my posting was not as frequent as I would have liked. This didn’t stop me writing and recording my learning and my students’ learning. Many of my posts will be uploaded over the following weeks and cover a number of topics. My learners are 6,7 and 8 year’s old.

I’ve also taken a huge step and am no longer working in the Victorian state school system. Moving to inner Melbourne, Victoria in 2015 has meant the transit time to my previous school was unworkable long term. I will state that I was incredibly fortunate to work in an amazing school. However, I am equally excited to embrace new challenges in 2016, whatever they end up being!

Remembrance Day 2015 published on Australia Day 2016 to recognise a great Australian.

Each year our program includes the recognition of Remembrance Day. I start hunting for special picture story books appropriate to my students that will be used as launches for written responses. The books or poems chosen need to be displayed in the classroom for at least two weeks prior to being planned into the classroom program and read often. This enables young learners to develop a familiarity with the text, ask questions at home and collect further information if they choose.

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Providing an opportunity for young children to express themselves in many ways is crucial. My students were asked to create a portrait of Weary after listening to the text. We decided to limit the colors to show our feelings about this time of Weary’s life and use the illustrator’s front cover for inspiration.

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When reading their writing I was looking for links to the IB – Learner profile, attitudes and the traits of successful people. Although, I had not asked my students to make these links; I was hoping that they would. The Learner Profile and attitudes are naturally embedded into our daily discussions.

I’ve selected some random examples of my students work. Some learners have added their own elaborations to Weary’s experiences. You will notice that many of my students are using paragraphs without prompting. They also underline their spelling errors as they write and will make corrections after writing. My students know about paragraphs through an inquiry. They looked at paragraphs in books and developed their own criteria to assist them and others to use paragraphs. Some students are still experimenting with their use but are able to discuss where they could use them during a writing conference.

These young learners were also asked to think of a different heading for their response.

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Cheers Nina

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