March 2013 archive

Adobe Generation Homework

Although this doesn’t look much like it is supposed to – I am feeling rather relieved to have completed it to this stage. The colours are wrong! The line pattern went missing. I couldn’t work out how to do the border, and in the end I didn’t follow the instructions from the video, as I was having no success. In the end I do have a bit better understanding of how to use Photoshop, although I wouldn’t be confident enough to use it with my students. I will need much more time to mess around with the program – and probably need some more expert advice.

This was only one part of the homework for Week 1. Now I have week 2 and 3 to catch up on!!

Adobe Generation Course

This evening I started the Adobe Generation course, which is free for teachers. I found it really interesting and have already learnt many things about Photoshop and using images across the curriculum.

I loved this quote from the workshop:
Be creative every day, or at least every week.
Look around you for inspiration.
Make something!

Resources to refer to http://www.clipart.dk.co.uk
openclipart.org

Homework to complete:
1. Refer to VLE
2. Self Assessment
3. Image Trove – add to
4. Creative Challenge –
5. Explore Adobe Education Exchange

Lots to do!

Words Their Way in the Upper Primary Classes

Over the past three weeks in our Year Level Team meeting, our upper primary group has focused on the planning and implementation of Words Their Way into our literacy block. We started by completing the Upper Spelling Inventory and then used the on-line tool to assess what features of language students were already familiar with, and where our starting points would be. The on-line tool also helped to establish groups for instruction, clearly indicating the developmental stage each student is at. This gives a clear starting point for instruction and allow for tracking of progress.

We discussed our findings as a group and decided that to get our heads around the process and to introduce students to a routine, we would start with the same word sorts. This helped both students and teachers. We established the aim of word sorts – to categorise words as determined by sound and then visual cues, and to look for patterns in our language. Routines and ways of working were also practised. Students worked in small groups and pairs on activities such as: word sorts, speed sorts, blind sorts and word hunts. Support staff were utilised during these sessions to support individual students targeted through the assessment process.

The Professional Development session run by Christine Killey helped us to develop our understanding of the important aspects of language to communicate to students:

  • sounds each letter makes – including the letters that make more than one sound
  • vowels and consonants – and how ‘y’ makes a vowel sound in many words
  • syllables – including open and closed syllables
  • identifying part of speech – noun, verb, etc.
  • alphabetic layer – pattern – meaning
And the process to use:
  • demonstrate, sort, check and reflect
  • make it fun! and active – Mexican Wave, YMCA (vowels and Consonants) – ‘V’ Power – Every syllable has a vowel sound, every sentence has a verb. Identify syllables by using robotic movements – or jumping, zombies, etc.

As an upper primary group we are following a weekly routine, which looks similar to this:

 

 

Monday – Introduce words in groups. Demonstrate. Independent sort

Tuesday – Sort and write in Word Study Book. Discuss patterns.

Wednesday – Blind sort with partner, Blind writing sort, Sentences – focus on different types

Thursday – Word Hunt, Draw and label, Brainstorming, Dictionary

Friday – Test, Dictation – Use of words with similar patterns.

 

In our evaluation of the program so far we have found:

  • students are active and engaged in the learning process at their level
  • the discussions that are taking place are valuable
  • shared language is being established amongst students- vowel, consonants, open and closed syllables, short and long vowels and the symbols that represent these
  • meeting the needs of each student
  • clear goals are established for each student
  • targeted intervention is occurring
  • shared practices are providing consistency across classes

Possible next steps are:

  • involving the students in short term goal setting
  • using goals to focus help from support staff and parents
  • extension activities to challenge more able students