The morning started off with Kiri Kirkpatrick (who took Dorothy's place)
and discussed about the Korero Point England Podcasts,
where children at Point England made podcasts about the books
that they had read. Essentially trying to sell these books to their audience.
These podcasts gave kids an international platform/audience
(They were among the top 20 podcasts on Itunes for a number of months).
The lure of podcasting was getting an authentic audience.
This podcasting had a really positive impact on the students and their
reading outcomes.
John Hattie - determined through a lot of research that the
biggest impact on being an expert teacher in reading was how we:
In our everyday reading practices it is important to build assessment
capability with our learners. This is where we communicate clear
learning intentions and success criteria. Understanding where they
are going and why they are going there.
Going over responses from my ‘Reading Survey’ I have identified
another book that my children really enjoyed which was
the Big Friendly Giant. I endeavor to read this to them in the coming terms.
It was interesting to note that there are ‘3 question types’
when evaluating a PAT reading comprehension test:
Key point: Naomi stated that inferencing is an ongoing enduring skill
especially as the text level increases.
A good example of a teacher planning to improve students
inferencing skills based of data from the PAT:
Practice for PAT’s working on questions the students got wrong
- Log into NCER- Go under ‘list report’ then look at the
particular question that they got wrong- from there you can find a question
that the majority of the class got wrong and focus in it. An awesome bonus
Is that when you click on that particular question you can then go across to the right corner of the page. This then takes you to the NZCER professional services page. I will need to double check whether our school has the login code for it……….????
Not every LO or learning intention needs success criteria:
