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Reflecting

I have enjoyed this inquiry. It was meaningful and purposeful. It is definitely something that I would continue next year.  I have observed an increase in the depth and substance of children's writing throughout the year. The versatility of the planning structure proved invaluable as our writing focuses evolved. Crucially, the system allowed us to layer new learning onto previous skills as the year progressed. This scaffolded approach meant that new concepts were built on existing knowledge, ensu ring that students did not leave things out or forget prior learning. This cumulative approach to skill acquisition directly contributed to the increased depth now evident in their work. Observation and feedback from buddy teacher. I rec eived positive and constructive feedback from my buddy teacher following her observation on my lesson. It was great to have another teacher observe the tamariki using the plan. My buddy teacher teaches in the classroom next door and I receive her tama...
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Evaluating Impact

We have been using the plan for almost two terms and have found it really beneficial . The children have the option to use the talk-to-text function to compose their plan or write it by hand. Initially, children typically wrote only key words in their plan. However, most are now opting for the talk-to-text function to compose the entire plan. I have noticed a positive shift: they are consistently using more descriptive and varied vocabulary in their plans when they dictate them. This suggests that bypassing the physical act of writing is freeing up mental space for richer composition. While it took a few weeks for our tamariki to consistently stay on track, they are now able to use the plan as a reliable anchor . In the beginning, some children were still writing a different recount in their book, ignoring their plan! But now, they successfully use the structure to maintain focus and write with clear purpose . As our writing focuses have changed, I've found the planning structure ...
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Implementing your plan

Term 2 Writing planning tool has been made! I created a plan in Explain Everything.  With boxes for tamariki to write in. The boxes are who, where, what - first, second, third. Initially the tamariki will just write key words in each box however big picture of adding adjectives etc in as we get better at completing the plan. Will they use their plan when they are writing? Will it give their writing more structure and depth?  How long will it take for tamariki to plan independently? Modelling and group planning for as long as it takes? I have given myself weeks 1-5 of Term 2 before I change anything in the planning process. Watch this space!
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Action Planning and Testing Ideas

  Action Planning and Testing Ideas My first step was to design an easy-to-use planning tool specifically for our recount writing. Firstly, we had to do a lot of teaching around key words - what they are and how to use them in a plan. This ensures the planning sheet is a purposeful aid, not a laborious, separate writing task.  I was conscious that this planning step for some tamariki  will feel like another writing task to do! Writing is hard work for a lot of my tamariki in my class. But, hopefully with support and  modelling it will eventually fit into our wider writing process: Sharing and talking → Planning → Writing. Initially, I expect it to take some time to complete, that it will be done in groups but eventually with the end goal of tamariki being able to independently plan and use it in their own writing. Talk to text on our ipads will be encouraged for planning to address the potential speed barrier for students who write or type slowly, keeping the activit...
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Hypothesising and Reflecting

My inquiry  is to support tamariki in planning and organising their writing before they write.  My starting point for my inquiry is to teach/model to my tamariki how to get our ideas down for writing in a plan. It is important that this doesn't feel like just another writing task. Ensuing that tamariki find it easy to use to organise their ideas then expand on these in their writing. Reinforcing to tamariki that when we plan we will use keywords, the expectation is that we are not writing full sentences. Introducing and modelling  key words - what is a keyword?  What/how is it useful when creating a writing plan. I will design a plan for tamariki to complete on their ipad in Explain Everything. This enables tamariki to write or talk to text their plan. Making sure that it is quick and easy to use. They can then take their plan on their ipad with them when they write in their books. I hope that planning sequentially will help writing become more focused, organised and...
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Noticing and Investigating

I have noticed that the children have a good foundation of writing. They are aware of the basic components of a sentence. Capital letters and full stops. However their writing is very basic and lacks detail.  How can I get my students to produce a recount that shows organisation, gives details like who, where, when, what in detailed sentences? I am hoping with this inquiry that my tamariki will have an improvement in  their confidence to start writing tasks, show better organisation and will stay on topic preventing it from becoming a jumbled mess!
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Reflection

  I have enjoyed this journey. There has been lots of changes, adaptations, trial and errors along the way. Overall, I believe that our digital reading program has increased engagement, motivated learners, increased ownership and has been fun! It was important to me that my digital programs did not just involve individual work. I still wanted to maintain and provide opportunities for children to interact with each other.  Digital group follow up tasks were often done in pairs, I made games that they could played in pairs or small groups. Also ensuring that we followed the Learn, Create, Share model and provided time to share at the end of the lesson. This supported and promoted student lead discussions, reflections and where to next. I will continue this journey next year with a new class of children.  I feel confident in the direction we will start at  and look forward to continuing and developing this journey as the children adapt, learn and become confident with d...
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