Writing - there's more to it than meets the eye

Writing - there's more to it than meets the eye blog post

This article is about the eight key components identified include: executive functioning (particularly working memory), letter formation and handwriting fluency, fine and gross motor skills, encoding (systematic spelling instruction), irregular word knowledge, oral language and vocabulary development, sentence construction, and idea generation with knowledge building. The author emphasises that automaticity in foundational skills such as handwriting and spelling frees up cognitive capacity for more complex writing tasks. Rather than simply writing more frequently, children need explicit, systematic instruction in each component, recognising that many struggling writers aren't reluctant—they lack the necessary building blocks to write successfully.

Master of Education in Māori Education

I've completed my Master of Education in Māori Education through Massey University. This qualification has deepened my understanding of culturally responsive teaching practices and enhanced my ability to support Māori learners in educational settings. The program provided valuable insights into Te Tiriti o Waitangi, indigenous pedagogies, and the importance of weaving Māori perspectives and language into curriculum design. This advanced study has strengthened my commitment to creating inclusive learning environments that honour and celebrate Māori!

2022 Inquiry - How will integrating Scratch (coding) into my math program, enable students to improve their reasoning, critical thinking skills and encourage student voice?

 

Better Late Than Never

I have thought about adding to my blog many times but have not got to it. However I am now 4 weeks away from the end of Term 2 and can not put it off any longer.

For the next 10 weeks, I am going to use the Phonics Plus texts to improve the reading and writing outcomes for my target readers. 

I have five Year 4 students and one Year 3 student who are not reading at the appropriate reading level for their age.

Each of these students have historically not achieved at the expected level of reading. The students are keen to learn and motivated to improve their outcomes in reading and writing.

I am going to assess each student using the MOE recommendation of the GKR Phonemic Awareness Test and the Adapted Bryant Test pre intervention, middle of intervention and the end of the intervention. 

This photo explains the assessment process and the video shows what assessment using  'alien words' looks like.

Mā te kōrero te reo e pakari ai - It's by speaking that your language becomes stronger

Kōrero Whakamutunga

The mihi whakamutunga is a farewell kōrero at the conclusion of a hui, or as in this example, at the end of the programme.

It is a chance for the speaker to express their thoughts, feelings, and opinions of the hui or what they have learnt or achieved.

This is my mihi whakamutunga.

E tu ana ahau ki te mihi ki a koutou.

E ngā mana, e ngā reo, e ngā kainiwha o tō tātou reo. Tena koutou katoa.

Kei ōku hoa mahi me ngā kaiako, kei runga noa atu koutou.

E tika ana te kōrero i ō tātou tūpuna.

Ki ōku whakaaro, nāu te rourou, nāku te rourou, ka ora ai te iwi.

Kia kaha koutou ki te kōrero Māori.

Nā reira

Mā te atua koutou e tiaki.

Tēnā koutou, tēnā koutou, tēnā koutou katoa.

whakataukī - Nāu te rourou, nāku te rourou, ka ora ai te iwi - With your contribution, with my contribution, we will sustain the people.

Inquiry Snapshot