Let's go!

Where do I start? I have 24 kids, ipads ready now what?!! As most of us do when we don't know something I turned to google. I spent evenings looking for examples, stalking teachers websites and making notes of things I liked and what I thought would work well in my classroom and for my tamariki. Ideas went round and round in my head for weeks unsure of where to start. But I had to start, just create something then at least I will have a starting point.  I made a list of all the things I wanted to maintain:

  • Reading mileage - browsing boxes, poems, big books.

  • High frequency word work

  • Listening to stories- PM online, Epic, QR code scanning

  • Literacy games, word finds, bingo, hfw games

  • Self managing learners

How can I maintain these in my reading program in a digital space? Are there apps programs available to support this?

I decided to start with a must do/can do approach. I like that there is an element of choice to this where children have a sense of ownership over their learning but being able to choose the tasks that they start with.

With this underway, my next task is to find digital resources that are meaningful, have a good variety and would support my Must do/can do approach. What is out there? What will I have to make? Apps? Websites? My class and I currently use PM online, Epic, QR code to access to resoures, thats digital so is a good start right?

Comments

  1. kim sowmanAugust 28, 2024 at 1:56 AM

    Looking forward to seeing which apps etc you have found to be of most benefit! It must have been busy in your head with all that reseach as there seems to be so much to choose from.

    ReplyDelete

Post a Comment

Popular posts from this blog

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...
Read more

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!
Read more

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...
Read more