Typing a Story

Another new skill Mrs George has taught the children is to type their stories on to their iPad.  Using the topic of their cross country training a co constructed sentence was quickly put together.  After the children were able to say the sentence they recorded themselves saying it and then set about saying it as they typed.  If they couldn't remember the next word, they played the recorded sentence back again.  For some it was finding the letters that was a time consuming process, while for others it was remembering what word they needed next, listening to the recording and then typing it in.  The  recording gave the children independence to be able to complete the task without having to check in with the teacher.  They were also able to listen to see if they had correctly sequenced the words in their story.

New Skills in Term 3

As the children move up through the reading levels they are looking for activities that challenge them and let them extend their knowledge as they are beginning to read to learn instead of just learning to read.  While they like the familiar format using sequencing and word work, they have also begun to attempt to create their own activities and try their hand at finding further information from their text.  They have found that orally recording their tasks is another way the activities are able to be completed along with retelling stories, listening to their fluency and justifying their answers.
I have been able to used the Solo Taxonomy Venn diagram template that I drew up in Term 1with a group of learners.  We used it orally with the children helping me to write in the words.   They were amazed to be able to quickly see similarities and differences that weren't specifically set out in the text but with further discussion became apparent.

Using the Venn diagram to compare similarities and differences.

Inquiry Reflection Term 2

I am still finding that good things can't be rushed and small steps are needed to ensure that all learners feel secure in using the iPads for literacy activities.  Confidence comes with security and most groups are able to work independently, to a degree, on their tasks.  They enjoy being able to work at their own pace, revisit an activity they like and even extend an activity by adding extra tasks, recording their own version of a story or describing what they like about a character.  This shows how much fun their learning is!    

Helping Hands

There is a noticeable increase in the number of children who are trying to work more independently on their reading activities.  Activities that the children had worked on the previous day are checked and help given if needed so that these can be completed as part of the reading rotation.  Often I will hear discussions justifying what an answer is to a question or they will read out loud the sequencing sentences to see if they sound correct.  It is great to see them trying to help each other by discussing answers.

Listening to words at their level and writing them out are helping some children gain more high frequency words.  Another favourite part of the reading rotation is listening to stories that we have read as a class and re reading them.  We are beginning to hear some of their favourite phrases coming out in conversations.

Practising our skills.

We are beginning to learn how to save our work so that we can finish or add pages at a later date.

Most of the children can copy a title from the board and make a good effort at typing it.  Those that find it difficult are making an effort to try to save and will at least start the process so that I help with the typing.  Again the process of typing helps them identify letters.

The children have enjoyed using the template on the letter "Tt"  (made by Karen Belt), listening to the sound bites, matching words and going around the class taking photos of something beginning with "t". Some have difficulty using their time wisely and end up with little to show while for others it is an opportunity to work independently and see what exciting things they are asked to do on the next slide.  They enjoy sharing their work and discussing what they have found.

For reading we have been using templates (created by Michelle George and Karen Belt) that require the children to use their existing skills.  For the children on the beginning levels these need to have very little reading as they find it frustrating when they have to ask for help to do the tasks.  After discussing and demonstrating the tasks, the children like to be able to do the tasks with very little input from the teacher and they get a great sense of achievement from doing so. Because there is a variety of tasks, with recording, matching, sequencing, drawing and writing they seem to be far more engaged, especially for the children who normally find writing quite a chore.

The sequencing tasks are showing the children the importance of looking closely at all aspects of text - upper and lower case letters, speech marks, full stops and "does it make sense? "  One doesn't have to rewrite the whole sentence if one makes a mistake - a real bonus that gives a struggling writer a sense that he/she can achieve as much as others.

Starting Term Two

The children were eager to start using their iPads after the holidays.  They were able to remember how to use the tools to draw lines, make boxes and shapes,  use different colours, take photos and use them in Explain Everything.  We did activities in maths, reading and writing to brush up on using these skills.

This term Mrs George is coming in during reading to show small groups how to record and save their work while doing reading activities.

Inquiry Presentation