Junior HUB day term 2 20.06.

2017 Agenda and notes

9am at school
● Writing exemplars - highlight twice a year (progress/anniversary) and in red folder
● MOTE day Thursday July
● planning for term 3 -
○ action plan or a design brief (modification/adaptation)
○ Keeping ourselves safe (first three weeks)
○ Cultural festival Week 6 Week 10 assembly to share
○ Gymnastics Weeks 4-6 Tina will book prob week 7/8/9
○ Learning celebration - share technology etc

11.00 at Rototuna - Observation in Manuka - then to talk to Kylie at 12.00

Lunch Cafe INC

1.30 Debrief from visit

Development group feedback
Kapahaka
Seesaw??

General discussion around MOTE that is occurring in junior classes.

Highly recommended to attend the PD on MOTE on Thursday second week of school holidays at HNS.
Belinda and Jen - wolf - has engaged parents and excited children.
Maths MOTE - number agents. Trace setup last term. Sent out letters for help re: Black Adder. Detective
theme - how are we going to solve the problems. Trace trialling Number blogging / Number Agents book.
Evens stevens teacher in role for teaching odd and even - Belinda.
Goldilocks - Tina - can go either way with two strands

Writing Exemplars - Sandra

Rest of school are all using these assessment sheets for anniversary and progress reports.
Need to go back and do the children who have already had anniversary and progress reports.
Put in red folder.
Writing exemplar is

Catherine expressed concerns regarding moving to new ways of doing things but holding on to the old
which is creating more work and results in making us as professionals feel like we are not trusted for our
teacher judgements. We shouldn’t start something at the beginning of the year and then in June go back
to what we used to do. Writing has become huge. With losing ROL we have lost some of our
assessments. Are we going to be asked what we are doing for assessing our topics or strands in Maths?

Tina expressed we thought Seesaw would do it all but actually it isn’t so we are
Michelle - it is supposed to be about student agency and student voice.
It is supposed to be about showing what your kids can do.

Somewhere in your assessment you need to have evidence of where your kids are at.
Writing is so subjective and people are conservative in their assessment in writing - looking at the
indicators makes it obvious to you that you what each child can do.

At the moment Maree needs to report to the Board regarding our levels in the curriculum areas once a
term.

Robust discussion around expectations of assessment

Gymnastics
Weeks 4-6. Set up by Lee’s kids
Trips weeks 7,8,9

Keeping Ourselves Safe

Term 3 - week 1-3 keeping ourselves safe will be the topic.

Cultural Festival
Teachers will be paired up. Options of cultures around the school. Children will be split Junior, Middle
and Senior.

Week 10 - whole school assembly sharing each country - keep it short and simple.
Children will have options of the country they want.
We will allocate the children across the countries on a spreadsheet.
Activity ideas - stories, art, drama, dress-up, dance.
Need to get together early next term with your partner to plan.
Week 6 - every afternoon team teach on your country.

Friday afternoon will be open for parents to all come and have a look.

Learning Celebration (tentatively week 10)

Next term around Social Sciences - classroom based.

Kapahaka
Send talking children to Tina at 2.00pm tomorrow

Rototuna debrief

● Whole class group goal Letter i

● Three groups based on abilities that do different things
● Part 1 of the lesson
- Sound work with alphabet chart and modelled a sound - Oral language
- Sight work
- Spelling in their book with a felt- went
- Teach skills in a skill book based on
● Part 2
- Developing oral language talk about the object
- Artifact and specific sentence structure - mirrored writing
- Children write
- Subject verb object (Has)
- Sentence structure is given and then repeated for the week
 ● Part 3
- Goals and the amount of time it would take for them to be able to know that goal
- Example the sound g

Taught the skill then they could write about whatever they wanted to.

Positive Minus Interesting

Quick writing Paperwork was extensive Intense

Front loading Goals very detailed Process driven
Structures clear Frantic No marking
Repetitive Nothing spontaneous
Routines were clear and strong All about the code
Rereading Wrote in pen
Positive feedback Specific order to teach sounds in
Empowering because they have or skills
something they could do Its systematic
Explicit teaching of the code
Not recording the message
Picture sound and letter
Celebrate the message orally

Questions:
What happens without making assumptions?
How do groups move along at different paces?
How can you, share or mark/cross check or celebrate the message the story if you don’t know what
written?

What aspects can we take away and use in our classroom in terms of decoding and teaching skills:

- Re read after every word

- 10 min of phonic a day
- Mirror writing
- pens ?

Looking forward we could have a skills book for a phonics program or the skills teaching

Ideas for phonics

letterland , jolly phonics, zip and mac stories