Story Telling Tuakana Teina Junior School

Storytelling Programme

Tuakana Teina

Junior Syndicate 2017

Term 4 Week 2/3	Junior Teachers Room 4-7 visit Waltham School to observe Story telling Programme: New Entrant Teachers Week 2 Writing Moderation Day: Discussed ideas for future action: Developing a more visual guide to writing goals that is child friendly and can  be displayed in the classroom. The individual teacher can then decide how to best use it within their classroom. Based on a visual system that Gay has developed at a previous school. Lisa to look at a redesign for 2018 to add the visual symbols to make them more suitable for the children to understand. Moderated a selection of writing books from Room 2 and Room 1 against the Writing rubrics. Reworked the Visual Writing Goals checking them against the writing rubrics. Updated Level 1 Writing Rubrics
Term 4- Week 2	Assessment- Tuakana Teina- review graphs from Term 4- Identify who is below- priority learners- action plan in Numeracy, Reading and Writing. Compare Term 1 to Term 4 results- Term 3 Writing Priority Learners
Term 3- Week 5	Writing- Target Children & Goals Share new goals/targets with  families and the children- highlight what goals they will achieve on their rubric- Team did pair/group discussion on x2-3 target student- suggested strategies to raise achievement. Children will be awarded with special certificate in Syndicate assembly.
Term 3- Week 4	Review your data in Writing- PMI for your class- discuss with a team member and share back- Rubrics- Writing Visual Marking Keys
Term 2- Week 6 Priority Learners	Room 2 Ryder-   Misses some words out - not using little words to make a simple sentence.  May have a processing issues and missing a step. Take photos of own personal experiences,  use repetitive sentences ‘I am … ‘  ‘I like …’ ‘I can …’ Could use this in storytelling as well. Room 3 Will look at identifying any when the children approach the 20 week reporting Room 4 Declan Hastings- can find click words, can hear some sounds (sometimes missing the beg sound and mixes things up), limited spacing. Great oral language and lots of writing ideas. Tyler Glynn- limited confidence to record sounds and give it ago, can find his Click words Jaydan Beardsmore- attn span limited unless you are 1:1, struggles to hear the beg sounds without assistance and emphasis given. Summer Garrett- processing issues? Lacking confidence to give sounds a go unless you push her.   Emjay Jaftha- Poseidon- Room 5 Ella Suisala- attendance. Will discuss with Jo about what steps can be looked at next to address attendance. Ruby, Kiwa, Kadie,  Monique (sometimes), - Photo group- write with Carol- have guided each day. Room 6 Karanaumu Manawatu Billie Starkey-Tapoki Peered writing with Buddy Class (Room 17) Choose a topic / use Jess’s laminated pictures Room 7 Connor Roussey-Smith, Kase Bailey, Marco Cutelli, Jacob O’Connell, Maddison McKersey Talking tin for Connor,  a peered buddy (talk to Kristine) Discussion: Oral Language important Change to structure of kindy’s focus and curriculum in that there is more free play rather than structure getting prepared for school. First couple of years should be more gradual rather than pushing them to reach National Standard Peered writing - rotated more able children to work with focus group PL children.  Can reinforce for them. See if Kristine could do some training for Tutors to be trained up.
Writing Moderation 7 June 2017	Evidence of usage of highlighter. Practise is embedded across the syndicate. Children able to verbalise what they are learning and where they need to go to next LA - looking at WOW words, full stops confidenting, needs content LP - use full stops most of the time, often more repetitive, LB - initial sounds, limited writing Decide on the best fit model / Level Planning / Mind Map - need to encourage to use own map All seem to be on the right track - looked fairly consistent across the classes. Lisa will photocopy examples from each Level for the Syndicate.
	Notes from Kristine: Creating Effective Wall Displays Outline of Storytelling Programme
Term 1- Week 8	Children talking and acting it out in reading time.  Have actual puppets that children re-enact. Practise H/M/S/S Separate Storytelling book: Title page with the keywords at the start of Storytelling Make a Picture dictionary of the story- in books, wall display (in google doc) Have real life experiences that relate to the story. Visual displays of characters and events- order and retell- visual reference of the sequence of the story - used as a reading activity. (clipart for visuals) (see google doc) Deepening- character writing, different versions-
Term 1- Week 6	Use as home learning activity to retell story at home Use H/M/S/S to learn weekly poem- weekly poem linked to Storytelling
Term 1- Week 5	Storytelling for NE & Juniors we need to view as a literacy programme.  Main content we are writing about will use the story as the basis although when other teachable things come up e.g. trips, weekend writing (sight words).  Make it part of all our programme.  Hear, Map, Step, Phase could be in our Oral Language Programme or instead of shared reading time.  Deepening activities - reading rotations e.g. little puppets telling each other.  BLEND it together.  Target the children who have finished and use CVC word, involve chopped up sentences. How can the letter of the week relate to the stories. Collaborative practise- sharing related stories, learning experiences and activities in  Story Telling Google Folder.
Term 1- Week 1	Junior Team-  each class use the same story. Term 1 Gingerbread Man, Goldilocks and the Three Bears- focus on traditional tales.  Integrate Storytelling with the Discovery Discovery Programme.
Buddy Class	Buddy class- share writing and the older children can become part of the storytelling process.
StoryTelling Resources	Junior StoryTelling Resources are found in google docs; https://drive.google.com/drive/folders/0Bz8z7XtTHihnT29mQ1lQc21qX0k