More 'Heart Words' from 'The Code'

As I have been teaching The Code daily, there have been weekly new heart words that I have also been teaching the learners. Below are the posters of the build-up of the Heart Words.

Intervention: Causal Chain 2024

A causal chain is when a cause leads to an effect and that effect becomes the cause of another effect. A leads to B. B leads to C. C leads to D. 

Theory needs to be as strong as possible before it’s tested. It needs to be reasonable, plausible, and consistent with what we already know - so that it is most likely to work.

To understand deeply how teaching (as a cause) leads to a valued student outcome (effect), we need to know about more than just the first cause in the chain and the final - we need to know about each link. 

Below is my causal chain summarising my inquiry so far which shows a plan for my intervention in Term 3.

Getting Productive Talk Happening - Extended Discussion (Part II)

Ground Rules for Talk - Extended Discussion (Part I)

Create Tasks with Video in Slides

A Rich Picture of my Teaching Prior to Making Changes

I have developed a rich picture of my teaching prior to making changes. 

As I went along with my inquiry, I utilised simple strategies and research evidence to design a solution to my profiled problem.

• Worked with the whole class and produced a piece of sample writing, which the learners referred to when they did their writing. I attached the sample piece of writing to my plan (digital copy) and also printed it in A4 size (hard copy) and gave it out to the learners. This enabled the learners to refer back whenever they needed it while doing their writing.

• I learned how to teach using The Code and The Code and Dictations + Blended Review by Liz Kane

• Towards the end of Term 2, I also learned how to teach my learners using the Heggerty book. 

• RTLit: Amanda Walsh and Kate Pavarno have been constantly supporting me by giving me feedback and assisting and supervising me.

• We had parent-teacher interviews - those parents who showed up, I was able to explain and talk them through their children producing at least 3 pieces of writing in a week. The writing needs to be only one page and the learners have their own choice of topics. Some examples of the topic choices given were: My Family, My Sister’s Birthday, and Day at the Park, to name a few. 

• I was also able to explain to some parents about the writing curriculum levels and how it works.

• Learners also have access to multimodal learning. As a school, in term 3, we focused on flipped learning. Flipped learning is a methodology that helps teachers to prioritize active learning during class time by assigning students lecture materials and presentations to be viewed at home or outside of class (Lesley University, n.d.). 

• In class, I do have a special whiteboard where learners, if they can not spell any particular word, ask others to spell the word for them. The learners who can spell go and write on the whiteboard. 

• I have also started using the writing process in class. Most of my learners are not that familiar with the process of writing yet. The writing process includes:

• Brainstorming/planning

• Drafting

• Selfcheck/Editing

• Peer Conference

• Teacher Conference

• Publishing/Sharing/Blogging

The writing process is where the students will be able to break writing into manageable chunks and focus on producing quality material. Studies show that students who learn the writing process score better on state writing tests than those who receive only specific instruction in the skills assessed on the test. This type of authentic writing produces lifelong learners and allows students to apply their writing skills to all subjects (ReadWriteThink, n.d.). According to NWEA, 2022, we can help nurture young writers by sharing the purpose of the writing process with them, and by helping them understand that they are not driving directly from point A to point B. There are many other points of interest along the way, and the writing process helps us see the value in the journey, not just the destination.

Most of the practices, I will carry on utilising in my writing practice with my learners.

Reference:

Lesley University. (n.d.). An introduction to flipped learning. Lesley University. https://lesley.edu/article/an-introduction-to-flipped-learning

NWEA. (2022, March 7). Understanding the writing process and how it can help your students. NWEA. https://www.nwea.org/blog/2022/understanding-the-writing-process-and-how-it-can-help-your-students/

ReadWriteThink. (n.d.). Implementing the writing process. Retrieved August 20, 2024, from https://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process#:~:text=Studies%20show%20that%20students%20who,writing%20skills%20to%20all%20subjects.

Review of Professional Literature Supporting My Inquiry Hypothesis

In pursuing my inquiry hypothesis, I explored three key pieces of professional literature that significantly informed and shaped my approach. These readings provided both theoretical foundations and practical strategies that were instrumental in guiding my research and practice. Below is a review of each:

1. The Code and The Code and Dictations + Blended Review by Liz Kane

Liz Kane’s "The Code and The Code and Dictations + Blended Review" is a comprehensive resource that delves into the intricate relationship between phonics instruction and literacy development. Kane meticulously outlines the importance of a structured and systematic approach to teaching phonics, particularly through dictation exercises that reinforce learning.

Key Insights:

Systematic Phonics Instruction: Kane emphasizes that phonics should be taught in a highly structured manner, with each lesson building on the previous one. This incremental approach ensures that students develop a solid foundation in decoding words, which is crucial for both reading fluency and comprehension.

Dictation as a Reinforcement Tool: The use of dictation exercises, as outlined in the book, serves as a powerful tool for reinforcing phonics knowledge. By blending dictation with phonics review, students are not only practicing their spelling skills but also strengthening their understanding of sound-letter correspondences.

Blended Learning: Kane’s advocacy for a blended review approach—where traditional phonics instruction is combined with dictation and other literacy activities—resonated deeply with my inquiry. This approach aligns with the hypothesis that a multifaceted teaching strategy can enhance students’ grasp of phonics and improve their overall literacy skills.

This text significantly informed my inquiry hypothesis by reinforcing the need for a structured, yet flexible, approach to phonics instruction. The insights from Kane’s work led me to consider how integrating dictation and blended reviews could optimize literacy outcomes.

2. Use of Sounding Out to Improve Spelling in Young Children

This professional reading explores the practice of "sounding out" as a method to improve spelling in young children. The text is grounded in the idea that phonemic awareness—understanding that words are made up of individual sounds—plays a critical role in spelling development.

Key Insights:

Phonemic Awareness and Spelling: The reading underscores that young children who are taught to sound out words, breaking them down into their constituent sounds, are more likely to become proficient spellers. This method allows children to connect the sounds they hear with the letters they write, fostering a deeper understanding of spelling patterns.

Application in Early Literacy: The text provides evidence that sounding out is particularly effective in early literacy education, where children are still developing their phonological awareness. The reading suggests that this method can bridge the gap between recognizing sounds and mastering their corresponding spellings.

Practical Implications: The practical strategies outlined in the text—such as encouraging children to segment words into sounds before writing them—provided actionable insights for my inquiry. These strategies align with the hypothesis that emphasizing phonemic awareness through sounding out can lead to improved spelling abilities in young learners.

This reading supported my inquiry by offering evidence-based practices that align with the hypothesis that phonemic awareness is crucial for spelling development. The strategies presented in the text informed my approach to incorporating sounding out techniques into literacy instruction.

3. Descriptive Writing

The final piece of professional literature I reviewed was focused on "Descriptive Writing," an essential skill in both narrative and expository texts. This reading provided a thorough exploration of the techniques and strategies that can enhance students’ descriptive writing abilities.

Key Insights:

Importance of Detail: The text emphasises that descriptive writing hinges on the use of vivid, specific details that engage the reader’s senses. This approach helps students create more engaging and memorable writing, which is a critical component of literacy development.

Techniques for Teaching Descriptive Writing: The reading offers a range of techniques for teaching descriptive writing, such as using mentor texts, engaging in sensory-based exercises, and encouraging the use of figurative language. These techniques are designed to help students move beyond basic descriptions and create more nuanced, rich narratives.

Connection to Broader Literacy Skills: The text also highlights how descriptive writing is interconnected with other literacy skills, such as vocabulary development, sentence structure, and overall coherence. By focusing on descriptive writing, educators can help students improve their writing quality across various genres.

This reading supported my inquiry hypothesis by providing a deeper understanding of how descriptive writing can enhance students' overall writing abilities. The strategies for teaching descriptive writing reinforced the importance of detail and sensory engagement, which I incorporated into my literacy instruction.

Conclusion

The three pieces of professional literature reviewed here were instrumental in shaping and supporting my inquiry hypothesis. Kane’s work on phonics and dictation, the evidence supporting sounding out for spelling improvement, and the exploration of descriptive writing techniques all contributed to a more comprehensive understanding of literacy instruction. These readings not only provided theoretical support but also offered practical strategies that I was able to apply directly in my educational practice.

Empowering Learners with a Simple, Accessible Resource for Understanding Nouns, Adjectives, and Verbs

Teaching language fundamentals can be both rewarding and challenging. As an educator, one of my primary goals is to ensure that my learners grasp the essential building blocks of language—Nouns, Adjectives, and Verbs. These parts of speech are critical for effective communication, and understanding them opens the door to becoming a more confident and articulate writer or speaker.

To make learning these concepts more engaging and accessible, I decided to create a dedicated website. This online resource is designed to help my students easily access lessons, practice materials, and activities, whether they're in the classroom or studying at home.

Why a Website?

In today’s digital age, having available resources online is crucial. My site provides a centralised location where students can find everything they need to learn about Nouns, Adjectives, and Verbs. The site is user-friendly and structured to guide learners step-by-step through each concept:

Nouns: Students can explore what nouns are, identify them in sentences, and practice with exercises that reinforce their understanding.

Adjectives: The site helps learners understand how adjectives add detail and description, making sentences more vivid and interesting.

Verbs: Interactive lessons and activities show how verbs bring action and dynamism to language.

Classroom and Home Learning

One of the best features of this site is its flexibility. Whether we're working together in the classroom or the students are reviewing at home, the resources are always available. In class, I can integrate the site into my lessons, using it to demonstrate concepts and engage students in interactive activities. At home, learners can revisit the material at their own pace, reinforcing what they've learned in class.

Activities and Practice

Understanding the difference between nouns, adjectives, and verbs isn’t just about memorizing definitions—it’s about practice. That’s why the site includes a variety of activities that cater to different learning styles. From drag-and-drop exercises to fill-in-the-blank sentences, these activities are designed to be both fun and educational.

A Resource for All

My goal is to ensure that every student has the opportunity to succeed, regardless of their learning environment. This website is a step toward making education more accessible and engaging for everyone. By providing these resources online, I’m giving my students the tools they need to master essential language skills, laying a strong foundation for their future learning.

I’m excited to see how this site will continue to help my learners as they develop their understanding of Nouns, Adjectives, and Verbs, and I look forward to seeing the progress they make both in and out of the classroom.

Ngā Whetū o Manaiakalani 2024

On May 16, my application to be acknowledged as a teacher who implements the Manaiakalani pedagogy (Learn, Create, Share) and our kaupapa (Visible Connected Empowered Ubiquitous) was evident in my teaching last year and 2024. Manaiakalani Network was delighted to have me in the group of Ngā Whetū o Manaiakalani 2024.

In Term 2, we received a goodie bag each. Mrs. Burt and Mrs. Grant personally came, congratulated and handed over the goodie bag. It comprised of:

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However, with 16 other educators from the Manaiakalani Network today, we were fortunate enough to receive the badge. This is so that we can add them to our digital spaces.

The 2 different kinds include:

• A circle shape that we may like to display on our site, a professional blog, or any other professional site.

• Addition to the email signature.
  

Being a Ngā Whetū o Manaiakalani candidate has enabled Ms. Naicker and me to accommodate 3 new facilitators every Wednesday (Term 2 & 3), where the facilitators come and observe how we put my Manaiakalani Pedagogy into practice.

Accepting and Acknowledging Feedback as I am moving Forward

While discussing with my senior lead teacher and CoL colleague, Ms. Naicker, a few months ago I was given some constructive feedback which I have appreciated and acted upon such as:

• I would suggest that you could make use of the PAT Vocabulary assessment data as well. Also, have your essential high-frequency words list with a small number of precise words on the "Word Wall". (Ms Naicker)

• For this, I have provided each learner a copy of their Essential Spelling List. Also, the high-frequency word list is pinned on the wall as well. 

• Morphology– the study of meaningful word parts (eg: adding prefixes and suffixes and how they change word meanings). This is also quite effective at year 4 level to expand their vocabulary. (Ms Naicker).

• Do you find that students learn the spelling word for the test and then always spell it correctly? Or do they still spell it incorrectly in their written work? 

• I have noticed that those learners who have mastered the words spell them correctly in their written work compared to those who have not mastered the words. (Mrs Petersen).

• I've always felt that a word-rich environment is essential. Get the students to revisit the word wall often. Make the word wall more interactive: involve students in creating and updating the word wall. This can include writing words, drawing pictures, or adding definitions. Use magnets, velcro, or sticky notes so words can be moved around. This allows for sorting activities, games, and easy updates. 

• For this, I am still working on helping learners build confidence where learners openly and freely ask for help, such as by saying, “Who can help me spell the word ____”. I have kept a separate whiteboard where those learners who know how to spell the words go and write words to assist those who are struggling. This assists both the learner who is assisting and the learner who needs help with spelling. (Mrs Petersen).

Share/ Tohatoha Workshop

Today I had the opportunity to participate in our Manaiakalani Professional Development Workshop. Manaiakalani pedagogy revolves around Learn, Create, Share. So this afternoon the focus was on Share/Tohatoha. 

This was an opportunity to get to know other educators who have been working on comparable achievement challenges and exchange strategies with them. 

From the collaborative discussion, I realised that all of us in our Meet Group had the same challenges: learners are hesitant to produce creative writing. Some even do not want to take a risk and enjoy writing. There is no excitement among learners.

Discussion slides with recommendations are attached below.

For further discussions regarding our Share/Tohatoha meet, visit our Manaiakalani Professional Development site.