Here is some information from Lynne Shearman, RTLit, from her JuLS Workshop 7 session on writing.
This is the link to the document with the Junior Writing Intentions
http://tiny.cc/JuniorWritingIntentionsLShearman
and Lynne's powerpoint on Teaching Juniors to become writers is on the right sidebar under the heading Powerpoints from workshops.
Monday, November 23, 2009
Saturday, October 24, 2009
Reading to a dog
For those who love dogs, you'll completely understand this great story about a programme for learner readers to read to a dog...http://www.cnn.com/2009/LIVING/10/22/dogs.irpt/index.html
Learning to read? Try talking to a dog [CNN]
I saw this happen at Russell School quite a few years ago - a young boy was out on the verandah, sitting cross legged with a lovely dog (the Principal Keith Dowdle's dog) resting its chin on the boy's knee while the boy read - it really looked as if the dog was listening and looking at the pictures - if only I'd had my camera !
Thursday, October 22, 2009
Tuesday, October 20, 2009
Notes on the "summer slide"
Overcoming the “summer slide” : students and reading mileage, summer holidays and the school library…
It would be also be productive to gather evidence of the impact of any initiative you take.
Perhaps the discussion at your school could also include an invitation / challenge to teachers to extend their own summer reading of children’s books – getting to know children’s books that they can promote to their students next year, read aloud, incorporate into their teaching programme…
For more information, discussion or workshops at your school on this topic, please contact your National Library Adviser – Dyane Hosler or Jeannie Skinner.
1 An investigation of the effectiveness of a summer school reading intervention in a low decile school as a way of preventing the summer slide in reading, Shanthi Tiruchittampalam, University of Auckland, MEd thesis 2006
2 Lasting Consequences of the Summer Learning Gap Karl L. Alexander, Doris R. Entwisle, Linda Steffel Olson, John Hopkins University, Baltimore in American Sociological Review, 2007, Vol. 72 (April:167–180)
- The “summer slump” or “summer slide” is the decline in reading achievement children suffer just from being away from school and formal literacy instruction.
- Often it is the students who can least afford to lose the reading gains they've achieved during the school year who fall the furthest behind when they return to school after a summer break.
- A New Zealand masters thesis[1] showed a 5.8 month summer reading slide for pupils in a Decile 1 school who were reading at below-average levels. · In a key Baltimore study[2] it was found that low-income children fell further behind than their classmates – characterised as the “the Harry Potter divide”, and that the effects are cumulative and long-term.
- Term 4 is the time to consider how your school can prevent any “summer slide” and what strategies you can implement before the end of term for the coming holiday...
- getting parents on board, informing / reminding them of the powerful benefits for children of reading and being read to, and that even just 10 minutes reading a day by or to children will maintain / develop their child’s reading skills, habit and enthusiasm…
- looking at ways to get books in hands / homes during the holidays and what role the school library or the resource room might play in this, as well as liaison with the public library to encourage membership and use…
It would be also be productive to gather evidence of the impact of any initiative you take.
Perhaps the discussion at your school could also include an invitation / challenge to teachers to extend their own summer reading of children’s books – getting to know children’s books that they can promote to their students next year, read aloud, incorporate into their teaching programme…
For more information, discussion or workshops at your school on this topic, please contact your National Library Adviser – Dyane Hosler or Jeannie Skinner.
1 An investigation of the effectiveness of a summer school reading intervention in a low decile school as a way of preventing the summer slide in reading, Shanthi Tiruchittampalam, University of Auckland, MEd thesis 2006
2 Lasting Consequences of the Summer Learning Gap Karl L. Alexander, Doris R. Entwisle, Linda Steffel Olson, John Hopkins University, Baltimore in American Sociological Review, 2007, Vol. 72 (April:167–180)
Messages for parents about summer reading...
Here are some notes you may wish to use as a starting point for communicating with parents… Put them onto your school letterhead or in a newsletter, and edit them as you wish…
3 important messages for parents / caregivers / whanau
We know you want the best for your children.
Here are three things you can do which will really help them :
1. Encourage your children to read.
3 important messages for parents / caregivers / whanau
We know you want the best for your children.
Here are three things you can do which will really help them :
1. Encourage your children to read.
- If your children spend 15 minutes each day reading or being read to, it will help them become excellent readers, writers and thinkers and do well at school and life.
- 15 minutes is only 1 % of each day. It could be in 3 lots of 5 minutes. It isn’t much time but it makes a HUGE difference.
- If you would like some help getting books to read and share, then please ask us, we’d be happy to help.
- Many children, especially struggling readers, forget some of what they've learned or slip out of practice during the summer holidays. If you keep reading to your child and encouraging them to read and write, then they won’t lose ground they have made over the year and “slide” back.
- Keep it fun – read anything, write anything – lists, recipes, stories, postcards, comics… Ask your child’s teacher for ideas.
- The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.
- Reading aloud to children stimulates their interest, their emotional development, their imagination, and their language.
- Reading aloud to your children every day will help them become great readers and listeners, but most of all they will love you for doing it with them and they will remember the times you read to them all their lives !
Jeannie Skinner, Library Adviser, National Library School Services
Summer slump - NLNZ workshop 7
The NLNZ session at Workshop 7 explores the importance of maintaining the progress made by your students in your class during the year by setting up strategies to keep reading and writing happening over the school holidays - avoiding the "summer slump". In this session we discussed what teachers, parents, libraries, the school and the children themselves can do...
Contact Dyane or Jeannie if you would like a copy of the powerpoint to share at your school with staff.
Here are some links to articles about the summer slump :
http://www.readingrockets.org/article/c41/ Summary of articles...
Summer Reading Loss by Maryann Mraz and Timothy V. Rasinski (2007) http://www.readingrockets.org/articles/15218
These are some suggestions from the Whangarei JuLS group on what they plan to do:
Contact Dyane or Jeannie if you would like a copy of the powerpoint to share at your school with staff.
Here are some links to articles about the summer slump :
http://www.readingrockets.org/article/c41/ Summary of articles...
Summer Reading Loss by Maryann Mraz and Timothy V. Rasinski (2007) http://www.readingrockets.org/articles/15218
These are some suggestions from the Whangarei JuLS group on what they plan to do:
- Intend to set up school LibraryThing to record summer reading
- Promote the library in newsletters and the need to read.
- School newsletter item about summer slide
- LibraryThing class site - link up with other classes as "friends"
- I will be better prepared to set up a focus group to monitor over summer.
- Will try and inspire community to make this work
- Look forward to bringing it up at staff meeting to discuss
- Good ideas for making books. Will follow through with newsletter
- Will make class slogan for summer holiday reading.
- Had not really thought about this issue deeply and now I realise we can make a difference.·
- Share at syndicate meeting.·
Innovative Teachers' Companion
Andrew Clements, a teacher at Kaikohe West School, heartily recommended this teacher planning diary - the Innovative Teachers' Companion. The website www.itcpublications.com.au
For Australian and NZ teachers, it has double page spreads for teacher daily / weekly planning as usual, interleaved with a variety of teaching strategies for critical and creative thinking. It costs NZ $33 and with purchase comes access to the website with a huge number of resources to download. I imagine that having these ideas and suggestions right in your planning book could be really useful...
I contacted Sharon Birss at the Tai Tokerau Ed Centre which sells it (s.birss@auckland.ac.nz / ph 09 470 1023) and she has kindly given me a 2009 Primary edition (Secondary edition also available) as a sample to show at network meetings etc.
For Australian and NZ teachers, it has double page spreads for teacher daily / weekly planning as usual, interleaved with a variety of teaching strategies for critical and creative thinking. It costs NZ $33 and with purchase comes access to the website with a huge number of resources to download. I imagine that having these ideas and suggestions right in your planning book could be really useful...
I contacted Sharon Birss at the Tai Tokerau Ed Centre which sells it (s.birss@auckland.ac.nz / ph 09 470 1023) and she has kindly given me a 2009 Primary edition (Secondary edition also available) as a sample to show at network meetings etc.
Teachers as Readers (UK research)
The UKLA UK Literacy Association has undertaken research which I find interesting, about teachers as readers and about the relationship between reading instruction and reading for pleasure. There is such a role for the school library to play here...
http://www.ukla.org/site/research/research_projects_in_progress/teachers_as_readers_building_communities_of_readers/
The first phase of the Teachers as Readers research (2006-7) looked at patterns in primary teachers' reading, both personally and professionally - looking at their own personal reading habits and preferences, their knowledge of children's literature, their own childhood favourites and books significant to them, their use of texts in the classroom, and use of libraries...
Teachers as readers Report
http://www.ukla.org/download.php?file=/downloads/TARwebreport.doc
Teachers as readers Questionnaire
http://www.ukla.org/download.php?file=/downloads/tars.pdf
The goal of the second phase of the research is Building Communities of Readers (2007-8) to improve teachers’ knowledge and experience of literature in order to help them increase children’s motivation and enthusiasm for reading, especially those less successful in literacy, to build new relationships with parents and families and to explore the concept of a reading teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004).
The Executive Summary provides an overview of the research and the key findings as well as recommendations. It argues that teachers need support in order to develop children’s reading for pleasure, which can influence both attainment and achievement and increase young learners’ engagement as self- motivated and socially engaged readers.
http://www.ukla.org/downloads/teachers_as_readers.pdf
Click on the picture to enlarge a summary of key findings :
Reading instruction - oriented towards learning to read, Reading for Pleasure oriented towards choosing to read...
http://www.ukla.org/site/research/research_projects_in_progress/teachers_as_readers_building_communities_of_readers/
The first phase of the Teachers as Readers research (2006-7) looked at patterns in primary teachers' reading, both personally and professionally - looking at their own personal reading habits and preferences, their knowledge of children's literature, their own childhood favourites and books significant to them, their use of texts in the classroom, and use of libraries...
Teachers as readers Report
http://www.ukla.org/download.php?file=/downloads/TARwebreport.doc
Teachers as readers Questionnaire
http://www.ukla.org/download.php?file=/downloads/tars.pdf
The goal of the second phase of the research is Building Communities of Readers (2007-8) to improve teachers’ knowledge and experience of literature in order to help them increase children’s motivation and enthusiasm for reading, especially those less successful in literacy, to build new relationships with parents and families and to explore the concept of a reading teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004).
The Executive Summary provides an overview of the research and the key findings as well as recommendations. It argues that teachers need support in order to develop children’s reading for pleasure, which can influence both attainment and achievement and increase young learners’ engagement as self- motivated and socially engaged readers.
http://www.ukla.org/downloads/teachers_as_readers.pdf
Click on the picture to enlarge a summary of key findings :Reading instruction - oriented towards learning to read, Reading for Pleasure oriented towards choosing to read...
Themed literacy bags for younger students
I recommend checking out the Reading Rockets website http://www.readingrockets.org/
it is full of interesting links and useful resources. I've subscribed to the free monthly newsletter.
From their website : Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in working with struggling readers who require additional help in reading fundamentals and comprehension skills development.
In the latest newsletter from Reading Rockets there is a new "literacy bag" based on the "Where the wild things are" by Maurice Sendak. Browse their full library of Family Literacy Bags. And for additional information about Family Literacy Bags, you might want to read this article.
it is full of interesting links and useful resources. I've subscribed to the free monthly newsletter.
From their website : Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in working with struggling readers who require additional help in reading fundamentals and comprehension skills development.
In the latest newsletter from Reading Rockets there is a new "literacy bag" based on the "Where the wild things are" by Maurice Sendak. Browse their full library of Family Literacy Bags. And for additional information about Family Literacy Bags, you might want to read this article.
I could imagine these literacy bags being a great resource for Parent Mentoring Programmes or in junior classrooms.
Mo Willems blog
I came across Mo Willems' blog - http://mowillemsdoodles.blogspot.com/ the other day - he is one of my favourite picture book author/illustrators, creator of the inimitable Knuffle bunny, Edwina, Pigeon...
I loved the idea of his family dining room being decorated with chalkboard - the latest version are portraits in frames - have a look http://mowillemsdoodles.blogspot.com/2009/10/weve-been-framed-chalkboard-walls2.html
There are links from this blog to other Mo Willems information - websites, interviews and the great teacher resources too - http://www.pigeonpresents.com/grownup.aspx
I loved the idea of his family dining room being decorated with chalkboard - the latest version are portraits in frames - have a look http://mowillemsdoodles.blogspot.com/2009/10/weve-been-framed-chalkboard-walls2.html
There are links from this blog to other Mo Willems information - websites, interviews and the great teacher resources too - http://www.pigeonpresents.com/grownup.aspx
wickED at TKI
A message from Anne Mason, Community facilitator at TKI :
wickED is a quality-assured online environment for 7-12 year olds (years 3-8), developed to complement the Ministry of Education’s study support centres initiative. wickED provides engaging curriculum-based learning activities in English and te reo Māori, many of which have been developed to reflect a literacy, numeracy and ESOL focus. The activities are intended to support facilitated or independent use by students.
Have you visited the wickED site ? From the home page :
Explore the wickEDly cool things on this site! Quizzes, crosswords, interactives and games in English and te reo Māori, a gallery of student artworks, profiles of inspirational New Zealanders, an information station, and activities and games based around topics – it’s all here – on wickED!
Reading and comprehension strategies
Here is a link to an interesting book Independent Reading Inside the Box by Lisa Donohue aimed at primary school teachers about strategies to enhance students' comprehension, language and thinking skills while they are reading.
The box refers to a one page template with 8 boxes in a table, each with a useful strategy to "dig deeper" into reading.
You can read the whole book online for free, and download each chapter and the templates as PDFs. Preview the entire book
These sort of activities do not take the place of pure reading for pleasure, the FVR (Free Voluntary Reading) which Stephen Krashen talks about, and there is a risk when a book is too analysed that it loses all spontaneity, but we know that the key to becoming a life-long reader is beyond decoding to make meaning, and with comprehension come the rewards of reading...
Independent reading inside the box by Lisa Donohue, Pembroke 2008 ISBN: 978-155138-225-8
The box refers to a one page template with 8 boxes in a table, each with a useful strategy to "dig deeper" into reading.
You can read the whole book online for free, and download each chapter and the templates as PDFs. Preview the entire book
These sort of activities do not take the place of pure reading for pleasure, the FVR (Free Voluntary Reading) which Stephen Krashen talks about, and there is a risk when a book is too analysed that it loses all spontaneity, but we know that the key to becoming a life-long reader is beyond decoding to make meaning, and with comprehension come the rewards of reading...
Independent reading inside the box by Lisa Donohue, Pembroke 2008 ISBN: 978-155138-225-8
Improving outcomes for Maori
One of the JuLS goals is "to develop shared understandings of literacy teaching and learning, particularly in the first three years at school, including the knowledge and use of appropriate resources, and how Maori and Pasifika students learn (emphasis added).
Here is a useful resource to explore this aspect, shared by Glenys.
Teachers as learners: Improving outcomes for Māori and Pasifika students through inquiry (Published September 2009)
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Inquiry
Using family stories in learning about cultural identity and cultural transmission How can I use Māori and Pasifika students' past experiences, knowledge, and culture to enhance their achievement and learning?
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Inquiry/Learning-stories/Story-6
Here is a useful resource to explore this aspect, shared by Glenys.
Teachers as learners: Improving outcomes for Māori and Pasifika students through inquiry (Published September 2009)
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Inquiry
These learning materials are primarily for teachers and school leaders, and they may also be useful for others in education. Their purpose is to illustrate how teachers have used an inquiry approach to teaching to become more culturally responsive and to improve outcomes for their Māori and Pasifika students.
The teachers’ stories illustrate a variety of contexts and experiences: some involve teachers relatively new to the profession, while others show very experienced teachers taking a fresh look at their practice. Whatever their situation, all the teachers have willingly shared the challenges and highlights of their investigations in order that other teachers and school leaders may use them as triggers for their own inquiries.
I found Learning Story #6 really engaging and inspiring - check it out...Using family stories in learning about cultural identity and cultural transmission How can I use Māori and Pasifika students' past experiences, knowledge, and culture to enhance their achievement and learning?
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Inquiry/Learning-stories/Story-6
Sunday, October 4, 2009
PhotoStory software
PhotoStory is wonderful free software which enables you to turn a collection of digital photos into a "video" complete with your own narration, text and music background. It is lots of fun and very easy to use... It could be a great tool for the classroom with students of all ages for a variety of purposes, and in the library maybe for doing book reviews ? It could be a good resource to promote to families in the school newsletter too perhaps ?
Here is the website http://tiny.cc/Photostory610
There is a guide to making a video using a single photo which is also very effective, if a bit more complex ! http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/create.mspx
Here is the website http://tiny.cc/Photostory610
There is a guide to making a video using a single photo which is also very effective, if a bit more complex ! http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/create.mspx
Friday, September 18, 2009
Vocabulary
Here is a post on the school library list serve from Gerri Judkins, librarian at Southwell School in Hamilton. Gerri recently attended the International Association of School Librarianship in Padua, Italy...
Hi All
At the IASL pre-conference Literature Day in Italy Aidan Chambers talked about the most recent brain research as it relates to leaning to read. He said children cannot learn to read a word unless they have heard it read aloud.
We've had sooo much fun this week in the library with "Piggity-Wiggity Jiggity Jig goes to Dad's Café".
I printed off (Times New Roman 72) words such as ravenous, resplendent, repercussions, belligerent, various, disarray, aplomb and auspicious and held them up one at a time asking students from Yr 3 - Yr 8 to read them aloud and give the meaning. They couldn't define most of them. Then, we read the book and talked about the meanings as we encountered the words. It really is quite sophisticated with politicians, business men and café food.
It was a hit with all ages and reinforced the reading aloud message to teachers, who come with the kids. I also encouraged the students to use the words at home and read aloud to their younger siblings.
Have a great weekend...
;-) Gerri
For another great account of the rich vocabulary in picture books, have a look at this short article from School Library Journal...
http://www.schoollibraryjournal.com/article/CA6348381.html?industryid=47190
Hi All
At the IASL pre-conference Literature Day in Italy Aidan Chambers talked about the most recent brain research as it relates to leaning to read. He said children cannot learn to read a word unless they have heard it read aloud.
We've had sooo much fun this week in the library with "Piggity-Wiggity Jiggity Jig goes to Dad's Café".
I printed off (Times New Roman 72) words such as ravenous, resplendent, repercussions, belligerent, various, disarray, aplomb and auspicious and held them up one at a time asking students from Yr 3 - Yr 8 to read them aloud and give the meaning. They couldn't define most of them. Then, we read the book and talked about the meanings as we encountered the words. It really is quite sophisticated with politicians, business men and café food.
It was a hit with all ages and reinforced the reading aloud message to teachers, who come with the kids. I also encouraged the students to use the words at home and read aloud to their younger siblings.
Have a great weekend...
;-) Gerri
For another great account of the rich vocabulary in picture books, have a look at this short article from School Library Journal...
http://www.schoollibraryjournal.com/article/CA6348381.html?industryid=47190
Tuesday, August 25, 2009
Workshop 6
Hi everyone,
A reminder of your next JuLS workshops:
Whangarei: Wednesday, August 26 at Tai Tokerau Education Centre Seminar Room.
Kaitaia: Wednesday, September 2 at Kaitaia Primary School
As usual please bring: ELP, LLP, NZC, photocopies of your reflection notes fron Workshop 5.
Plus:
Recently taken and analysed running records of your target students (on seen text)
The relevant texts to go with the running records.
The Guided Reading handout from Workshop 5
Cheers, Glenys & Raewyn
A reminder of your next JuLS workshops:
Whangarei: Wednesday, August 26 at Tai Tokerau Education Centre Seminar Room.
Kaitaia: Wednesday, September 2 at Kaitaia Primary School
As usual please bring: ELP, LLP, NZC, photocopies of your reflection notes fron Workshop 5.
Plus:
Recently taken and analysed running records of your target students (on seen text)
The relevant texts to go with the running records.
The Guided Reading handout from Workshop 5
Cheers, Glenys & Raewyn
Wednesday, August 5, 2009
Pukenui children's writing
Today at Juls Lynne from Pukenui shared some great examples of developing children's writing for the purpose of moving from one level to another...
Here are a few photos of the beginning steps taken to make that transition with a focus on story beginnings...
Glenys is on
Kia ora everyone
Well, after several attempts I'm finally on. Thanks to Jeannie and Dyane forsetting this blog up - a new thing for me! I see this as a great opportunity to keep up the communicaton, discussions, sharing and learning between workshops and buddy visits. I suspect like all of you, now that I know how to use the site I'll be a regular visitor and contributor. I'm lookimg forward to your posts.
Well, after several attempts I'm finally on. Thanks to Jeannie and Dyane forsetting this blog up - a new thing for me! I see this as a great opportunity to keep up the communicaton, discussions, sharing and learning between workshops and buddy visits. I suspect like all of you, now that I know how to use the site I'll be a regular visitor and contributor. I'm lookimg forward to your posts.
Tuesday, August 4, 2009
Workshop 5 National Library session
Here are some links to items relating to the Kaitaia JuLS workshop.
Library modules http://tiny.cc/Libraryknowledge
An interesting and entertaining article about Melvil Dewey http://www.schoollibraryjournal.com/article/CA148748.html
Book selection / browsing strategies http://tiny.cc/Goldilocks
Poetry friendly classrooms http://www.michaelrosen.co.uk/poetryfriendly.html
Suggestions for read-alouds for junior classes http://tiny.cc/Readaloudsuggestions
A few favourite authors / illustrators
Paul Fleischman, Sarah Stewart/David Small, Emily Gravett, Chris Wormell, Roxie Munro, and quirky, interesting Gecko Press books...
Library modules http://tiny.cc/Libraryknowledge
An interesting and entertaining article about Melvil Dewey http://www.schoollibraryjournal.com/article/CA148748.html
Book selection / browsing strategies http://tiny.cc/Goldilocks
Poetry friendly classrooms http://www.michaelrosen.co.uk/poetryfriendly.html
Suggestions for read-alouds for junior classes http://tiny.cc/Readaloudsuggestions
A few favourite authors / illustrators
Paul Fleischman, Sarah Stewart/David Small, Emily Gravett, Chris Wormell, Roxie Munro, and quirky, interesting Gecko Press books...
Wednesday, July 29, 2009
Whangarei workshop at Otaika School
Dear all,
Thanks for your contributions today at the Juls workshop at Otaika School. Special thanks to the Otaika School staff for making us so very welcome.
Please have a go now at trying and adding onto Librarything and setting up your own for your classroom.
As well I look forward to seeing your presence on this blog. Post a comment regarding your use of the school library, learning intentions, use and improvements upon the library modules, borrowing limits etc.
Dyane
Target Students
Hi fellow Julz people.
Never done this blog thing before, Jeannie talked me into it, when she visited our school this week. My old classroom is being demolished this term, so we have a term teaching in the wharehui. Change is good. Here is a pic of my target students in our old classroom.
Tuesday, July 28, 2009
Print-rich environments
Glenys has highlighted this quote in the JuLS Term 2 newsletter coming soon to your mailbox...
"Classroom conditions should facilitate learning… while in itself not enough, a print-rich physical environment is important." (Effective Literacy Practice in Years 1 to 4 p. 78)
This blog is a great place to share some photos of print-rich physical environments in your school - classroom, class library and school library...
Uploading a photo to the blog is easy - when you are writing your post, look along the toolbar at the top of the beige box to the picture icon "Add image" and upload a picture from a file on your computer - just check it isn't too big first (8 mb maximum size).
Looking forward to the virtual tour :)
"Classroom conditions should facilitate learning… while in itself not enough, a print-rich physical environment is important." (Effective Literacy Practice in Years 1 to 4 p. 78)
This blog is a great place to share some photos of print-rich physical environments in your school - classroom, class library and school library...
Uploading a photo to the blog is easy - when you are writing your post, look along the toolbar at the top of the beige box to the picture icon "Add image" and upload a picture from a file on your computer - just check it isn't too big first (8 mb maximum size).
Looking forward to the virtual tour :)
Monday, July 27, 2009
Workshop 5 -
Kia ora all,
Jeannie and myself are looking forward to working with you on the upcoming Juls workshop 5. For the Whangarei group, (during the lunch break) we will be heading to Otaika School where we will be working in the library. Our focus will be Junior library modules as well as a hands on concentration on librarything and the Juls blog. Please bring a picture book to share and examples of any library skill modules that have been successful for you and your juniors. Enclosed a photo of students connecting with books! Guess the library via the comment box!
Links to powerpoints, reports etc
Hi all - just to say that we still have to work out some permissions stuff with the links to the documents (powerpoints, report and newsletter etc) we put up with Google docs which is why they aren't coming up when you click on them - sorry about that... We'll get it sorted, and Dyane and I will talk about it at the JuLS workshops this / next week. I think most of us - and I know I am - are all learning something new with this blogging lark !
Friday, July 24, 2009
Kia ora from Wikitoria
Kia ora all,
Yay!!!! Jeannie has just introduced me to this blog page it's amazing!!!!
Look forward to seeing everyone at the next work shop.
Yay!!!! Jeannie has just introduced me to this blog page it's amazing!!!!
Look forward to seeing everyone at the next work shop.
Here is a picture of my Goals chart in my class to share - looking forward to seeing some pictures from your rooms !
Ka kite ano, Wikitoria
Ka kite ano, Wikitoria
Monday, July 20, 2009
Building processing systems @ low levels
Hi teachers
How are your prompts to faciliate cross-checking on information going? i.e. "It could be...but look at..."
How is the reading vocabulary building (in context) with very intensive teaching?
Look forward to seeing you all soon
How are your prompts to faciliate cross-checking on information going? i.e. "It could be...but look at..."
How is the reading vocabulary building (in context) with very intensive teaching?
Look forward to seeing you all soon
Wednesday, July 15, 2009
Kia ora from Vera
Finally sorted out my google pass word and i am now an author on this blogg, watch this space.
Tuesday, July 14, 2009
Formative Practice powerpoint
Kia ora on behalf of Vera Unka - the TEAM Solutions formative practice powerpoint from Workshop 3 is now available...
For the next workshop -Whangarei 29th July, Kaitaia 5th August please bring along the following :
Planning for writing
Bring a group of students writing books and a copy of the learning intention and success criteria for the last piece of writing in their books.
Sharing formative practice
Bring an example of how you are sharing the learning and developing the success criteria.
Perhaps bring a couple of digital photographs of your classroom that show how you are supporting the learning in your classroom using formative practice or maybe a model that has worked well, a chart, or a modelling book
Any queries please contact Vera Unka v.unka@auckland.ac.nz or 0275441772 (best contact)
For the next workshop -Whangarei 29th July, Kaitaia 5th August please bring along the following :
Planning for writing
Bring a group of students writing books and a copy of the learning intention and success criteria for the last piece of writing in their books.
Sharing formative practice
Bring an example of how you are sharing the learning and developing the success criteria.
Perhaps bring a couple of digital photographs of your classroom that show how you are supporting the learning in your classroom using formative practice or maybe a model that has worked well, a chart, or a modelling book
Any queries please contact Vera Unka v.unka@auckland.ac.nz or 0275441772 (best contact)
Wednesday, May 27, 2009
National Library workshop 3 powerpoint now available
Kia ora JuLS team
Well, I've just posted the National Library powerpoint from Workshop 3 on the blog - uploaded from Google Docs - a first time for everything and this was it for me ! Hope you get a chance to look through the powerpoint and refresh your memory of the rather full National Library afternoon session earlier this month...
How are things going with using the school library ? and the National Library ? How's the book promotion and reading aloud going ? What about adding a book onto Library Thing ?
Looking forward to hearing all about when we meet next, meanwhile we'll keep in touch through the blog hopefully !
Jeannie
Well, I've just posted the National Library powerpoint from Workshop 3 on the blog - uploaded from Google Docs - a first time for everything and this was it for me ! Hope you get a chance to look through the powerpoint and refresh your memory of the rather full National Library afternoon session earlier this month...
How are things going with using the school library ? and the National Library ? How's the book promotion and reading aloud going ? What about adding a book onto Library Thing ?
Looking forward to hearing all about when we meet next, meanwhile we'll keep in touch through the blog hopefully !
Jeannie
Friday, May 22, 2009
Welcome to this blog
Dear all,
Welcome to the Juls blog. We hope this will be a sharing platform for you and give you assistance and guidance in terms of your junior literacy professional development, and in particular use of the school library to support literacy.
Jeannie and myself will post our powerpoints on this blog from workshop 3 soon. We just need to learn how to do it! Also you will see there are already Internet links for example the National Library site and our Librarything pages.
We hope to see your postings on this blog and also additions to the librarything pages, and photos of your classroom libraries, and of your students using the school library etc!.
Good luck and we look forward to hearing from you
Dyane
Welcome to the Juls blog. We hope this will be a sharing platform for you and give you assistance and guidance in terms of your junior literacy professional development, and in particular use of the school library to support literacy.
Jeannie and myself will post our powerpoints on this blog from workshop 3 soon. We just need to learn how to do it! Also you will see there are already Internet links for example the National Library site and our Librarything pages.
We hope to see your postings on this blog and also additions to the librarything pages, and photos of your classroom libraries, and of your students using the school library etc!.
Good luck and we look forward to hearing from you
Dyane
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