I also took part in a JK cycle looking into Flipped Learning. For the JK cycle this worked well. I am unsure how I can integrate this into my everyday classroom practice yet.
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Today I gave the students a print out with their comprehension summary on it. They had to work out the percentage for each subcategory. They then identified next steps and signed up for workshops. These workshops will be taught to the students who need them.
I've now been using Lexia for 9 weeks and Reading Plus of 6 weeks. Now that I have some class data, this webinar was able to focus on unpacking what the data was telling me. Now I can respond to the data. Reading PlusCertificates will display on home page once they are earned. Certificates are awarded for completing a level. To complete a level you need to achieve a set number (often 7) combos. A combo is when you get 80% or higher twice in a row in a SeeReader. If you complete 3 combos in a row you are awarded with a POWER. This is essentially a get out of jail free card (to use once if you get under 80%). A typical year's progress with a student's reading rate is 12 words per year. Students are invited to increase their guided reading rate when they achieve over 80% in comprehension. As the teacher, I need to keep an eye on students who aren't pushing themselves. I have a number of students in my class who prefer to take the safe way out to ensure they get it right. I am able to adjust the guided rates for these students. The table above shows groups of students with similar needs. Using the skill summary I am able to see any trends for the class. This tool allows me to identify the specific comprehension strategy that needs more work - both as a group and for individuals. Once specific next steps have been identified, all you need to do is to go to skillscoach.readingplus.com and click on the comprehension skill. (See below for samples). The tutorials have the same skill modelled at two different levels - basic & intermediate. Another report available is the assignment completion summary. At a glance you can see what students are reading, how long it is taking, their reading rate & comprehension. Reading Plus also has a link learn.readingplus.com/teaching-tools to a range of teaching tools. LexiaWhen students login for the first time they complete a series of tasks. The programme identifies their level by testing their decoding/phonics and comprehension/whole language. When you log in your dashboard shows a summary of what targets are being met. Lexia will alert me when there are students that are struggling with a particular concept. There are a few ways that the lesson can be delivered. You can... click on the link and follow the detailed lesson plan; enter demo mode and work through examples with the student; or teach your own lesson. Lexia provides graphs to show progress with each skill. If the graph begins to plateau, a lesson is needed.
After reflecting I know that many of my students aren't progressing because they don't know their basic facts. Today I offered an optional workshop for students who didn't know their 5 times tables off by heart. It was great to see many students beginning to show agency. They were able to identify that that was a need and attended the workshop to address their need. By using the abacus, students were able to visually see what 3x5 looked like. They are starting to see the connection between 5 times tables and 10 times tables. From working with Dinah I have made some significant changes with the way I teach maths. I no longer have set maths groups. I set more open ended, hands-on task which they can explore and discover. For this task were doing station 3 from 'Weigh Stations'. Students wrote shopping lists with weights. We used the maths equipment to pretend it was food items in the bulk bins. All students were engaged. They are getting more accurate with making predictions of weights.
At Russell Street School we follow the Japanese Inquiry Model - Jugou Kenkyuu. Below are our scripts, notes & reflections.
Lesson Taught In Own Class
After perfecting our lesson I taught it to my class. I was blown away with the strategies my Year 3 & 4 students were using. Straight away they filled the shapes with blocks and started counting the squares.
Feedback from Dinah
Throughout the lesson ask - what are you measuring? with what? how many?
Keep reinforcing the language - no gaps, no over lays & Area Reduce wording on rubric Invisible squares - scaffolding - see photos below My goal this year is to set Worthwhile Mathematical Tasks:
Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of Mathematics.
Today we had a successful lesson on how we can solve multiplication problems using repeated addition and skip counting using animal strips.
They found it challenging as they were unable to count on through tens. This will be our next warm up 'Hot Spot'. I will use tens frames "how many more make 10?" Once I have modeled it, they can practise independently at their own pace.
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