Mathematics Leadership Community - Term 3 - 28.08

WHAT Navigating Tahurangi. To find resources you can click on 'Teacher Resources', choose a learning area and that you can select different types of activities such as rich tasks. Some more resources added to 'Structured Maths' under 'Teacher Guidance' Census at school has a great reading about probability and statistical investigations that is worth looking at. Matific - Subsidised when using Oxford. Sam recommends Timestables rockstars. Student's love it. Numbots under reading eggs. Has just started using Literacy planet. Writer's toolbox (expensive, but good). Some Chat about NCEA Curriculum Roadshow for Leaders - Physical location but also online Exceeding the year level - Success us the ability to transfer knowledge - Deepening knowledge within the year level to strengthen both conceptual and procedural understanding - Tackle problems in multiple ways, communicate clearly and effectively with connections - Think about enrichment rather than teaching the next year level Rigour/Challenge/Flexibility Positive Relationships with Maths - Beliefs about Maths - Girl Math - Is it a help or a hinderance. (Who dafuq cares) - Mathematical Knowledge - Perception of capability - Habits of engagement What does success in maths look like? We want the language of the Do's to come through. Need to be intentional in our planning. The teaching considerations next to the progress statements have some ideas on how to use the 'Dos' Watched a Ministry Webinar about Acceleration funding for 2026. 1 teacher per school. Maths Acceleration Teacher (MAT). Groups of students (4-5) for short sharp lessons 4 times per week. 12 week programme. All materials and PD provided. Focusing on Maths foundational content. Teachers choose the students. SO WHAT/NOW WHAT - Include Do's in CNS Maths planning template - Look into Matific - Share Exceeding the year level Ministry guidance with Georgia

Reflection - 29.07.25

Today Te Tiriti o Waitangi is seen as a commitment under which Māori and all other New Zealanders may live together in the spirit of honourable relationships, with the promise to take the best possible care of each other. This requires the injustices caused by colonisation to be addressed and all New Zealanders to engage in creating a positive future that honours Te Tiriti o Waitangi. New Zealand is an increasingly multicultural nation, and Te Tiriti o Waitangi is inclusive of today’s new settlers. As with earlier immigrants, their ‘place to stand’ comes with an expectation that they will live here in a way that respects the commitments of Te Tiriti o Waitangi and the position of Māori as tangata whenua. As teachers, we are committed to honouring Te Tiriti o Waitangi and we understand this has implications in all of our practice. How do you honour Te Tiriti o Waitangi in your practice? In my practice I am continually striving to honour the 3 P's of The Treaty of Waitangi (Partnership, Protection and Participation) Partnership - On a class level, I do this by forming close relationships with the whānau of my akonga. One action that shows this is how I endevour to ring all parents at some point during Term 1 to check in. Protection - I firmly believe that I have an important role as a kaiako to protect Te Reo Māori. I do this through specific lessons to teach students kupu and phrases, and also through my day-to-day teaching through the integration of Te Reo Māori when giving instructions. School Tikanga is also maintained and protected through waiata, kapa haka and pōwhiri. Participation - This is something that I strive to do by setting high expectations for ALL learners. An example of this is planning for maths rich tasks. When planning these tasks I use the low floor, high ceiling philosophy to enable all students to reach their own potential, no matter where that may be.

Reflection - 15.07.25

In Our Code Our Standards, there are 4 uara (values) that underpin our work. These are as follows: WHAKAMANA: empowering all learners to reach their highest potential by providing high-quality teaching and leadership. MANAAKITANGA: creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity. PONO: showing integrity by acting in ways that are fair, honest, ethical and just. WHANAUNGATANGA: engaging in positive and collaborative relationships with our learners, their families and whanau, our colleagues and the wider community Reflect on the above 4 values. What is one practical example of how you show each value in your Whakamana: One example of how I empoer learners is by setting tasks that are low flooar and high ceiling. This is deliberately done so that students that find the learning challenging can still find success, while those that need extending have the scope to do so. Manaakitanga: An example of this is how I great students when they enter my space. I make sure that in the morning I am free and willing to engage with students through a warm welcome when they arrive. I have made a concerted effort to learn the names of students accross the school to help strengthen connections and make students feel valued. Pono: When responding to situations where students have operated out side of the expectations I ensure that my response is always fair, resonable and proportionate. I do this by referring back to our set norms (these are often reffered back to), and applying a consequence that matches the behaviour. Whanaungatanga: In my current role it is not relevant to interact with whanau. Instead, I ensure that relationships I have with students are a two way street. This can be seen in the way I ask for student voice, frequently ask students to share, and include students' suggestions in how our sessions run.

MLC - 10/06

WHAT Initial discussion about assessment. Hunting through Tāhurangi Reporting to parents - reporting against the new curriculum - will be a drop An assessment can be as simple as writing a problem on the board (using one of the progress outcomes) and checking student responses Do all strands need to be assessed equally when making an OTJ? No dependes on the amount of content covered under each strand. This Google slide has a good break down: https://docs.google.com/presentation/d/1uFRiEMm0R9qqBPS5xtFjA7P7JDvtGzYFerottRMeiJs/edit?slide=id.p#slide=id.p Assess against phase outcomes based on the year level that they are working at The Four descriptors. Some interesting wording in this table: https://newzealandcurriculum.tahurangi.education.govt.nz/reporting-to-parents-and-wh-nau/5637158852.p?activeTab=tab:1 Exxceeding the year level: - Success is the ability to transfer knowledge - Deepening knowledge withing the year level to strengthen both conceptual and procedural understanding - Tackle problems in multiple wats, communicate clearly and effectively with connections - Think about 'enrichement' rather than teaching the next year level teaching sequence statements Explore the Parent Portal Reminder that resources are there to support teaching of the Curriculum. Talkeed about probability and how it changes across phases Played Blocko! (similar to prison break) - Get kids to place blocks and then tell them the game and get them to change (a good formative) - Kids record frequency and graph it - Finish by comparing to theoretical probability SO WHAT/NOW WHAT - Share with Georgia to help her to navigate reporting to parents/reporting

Marianne Brown - SL PD - 04.06-05.06.25

WHAT 3 cuing systems problems - takes attention away from actually looking at the word - heavy reliance on the pictures - encourages students to guess - based on research that was originally flawed - doesn't focus on skills students need to learn how to read Successful readers process the print first and then check for meaning. Not the other way around. What percentage of children is structured literacy essential for? 60% The top 40% of class are going to learn regardless of the way it is taught. Structured literacy however, will be extremely beneficial for teaching spelling. What are the 3 components of structured literacy? Diagnostic Explicit Cumulative Systematic Content (phonology, morphology etc) + the components from above = Structure literacy. Scarborough Rope How many phonemes in 'Shipping' (5) Orthographic mapping is the cognotive process by which children learn to read words by sight and learn to spell words from memory. It stores words into long term memory What are the 3 parts of a structured literacy lesson? - Review - Teach - Practise and Apply <> Grapheme - Letter name / / Phoneme /k/ - Letter sound Little u shape (Breve) above the vowel indicates short vowel Macron for long vowel v - vowel c - consonant -y one syllable word ending in 'y' - - y two syllable word ending in 'y' Activity! Alphabetic Principle The recognition that written letters (symbols) represent the sounds of of the spoken language 26 sounds 44 phonemes 280 different ways to write those phonemes C or K rule k takes e and i c takes the rest Mack has a Mask At the end of a syllable Use ck right after the short vowel otherwise use a Day 1 - Start with basic words: rock, stick etc Day 2 - pin_ does it come after a syllable? Yes. Does it come after a short vowel? No therefore a 'k' Marianne suggests using a tap on her shoulder then down her arm for syllables Floss rule 3 criteria: - one syllable - ends with a floss letter - one short vowel Start simple The double 'll' can change the sound of the vowel eg all. Best to teach this as one sound. More like a heart word. Digraphs two letters that make one new sound. Eg /sh/ When practising digraphs...say the individual leters and then the sounds /ch/ Triagraphs. E.g dge ch or tch - start with easy words like match etc. Comes after short vowel. Do this in second session....exceptions: much, such, which... 3rd session - justify - why did you choose ? /wh/ actually has 2 sounds. Silent 'what'. Silent 'whose'. Diphthong - A sound formed by the combination of two vowel sounds. Best way to teach these is through discovery. These can be done through something like a card sort. R Controlled vowels. A vowel that is immediately followed by a an Marianne's advice... with pick pure sounds first. E.g perm, jerk, term. NOT Sista Syllables - 7 different kinds? Start with open and closed. Rabbit Rule Phoneme smallest sound. Morpheme smallest chunk of meaning. Affixes = prefixes and suffixes Use the word base word instead of root word. Base word is the part that can be seeen. Root word needs to be investigated. Why do we need to teach morphology? Only needs to be taught from year 3 onwards. Y 1/2 ed, ing, s Awareness of morphology has been shown to be a strong indicator of and positive influence upon reading comprehension. Two types of bases: - Free base can stand alone e.g teach - Bound base needs to have a affix attached. Be aware of compound words! Morpheme Matrix. You can Google this for a word and it will produce a matrix for you. Review Vocabulary - a key part of language understanding (Scarborough's Reading rope) Needs to be explicit and a deep dive. This is backed up from the NZC Very important for reading comprehension. Tier one words - common everyday usage Tier two words - High frequency content specific Tier three words - Low frequency Did an activity where we catergorised words for a topic into tiers. Example word - catawampus. Don't ask - 'who knows what this means?' Someone will say something about cats thus overburdening children's cognitive load. Teacher needs to teach. I do. Give students definition. Talk about synonyms and antonyms. Give examples (with pictures). Put it in a sentence. Once everyone has the knowledge. Ask a thought provoking question. Talk to the people next to you - what has the potential to go catawompus? Word web is a good activity for senior students Semantic Map Important to review words Fluency pairs. Students are paired with a purposeful partner. Eg. Partner A reads for 4mins Partner B is the coach and the summariser Parner B reads for 4 mins Partner A is the coach and summariser Teacher can roam at this time or take a targeted group. Paragraph shrinking: Name the most important who or what. Tell the most important thing about the who or what. Say the main idea in 10 words or less. To make pairs - rank students then split in half to pair up. This means that the top student is pair with someone around the middle Whole Class Teaching - Research supports that this lifts the levels of all students Why should we do whole class reading? - Builds fluency which builds comprehension - All students get to take part - Class discussion, opinon sharing, justifying ideas - Builds content knowledge. Be deliberate about text selection initially. Try and tailor choices towards less able readers so that they can become the 'experts' Whole Class Teaching - The whole class joins in - Teach to the highest group (the year level that is appropriate) - Differentiate as you go - Fluency Pairs - Take targeted groups. Whole Class Reading Lesson: Charllote's Web - Read about owning sheet - Learn about the author - Stories that match the morals - Study the animals etc Suggested Reading plan for the week Fluency is related to comprehension. Fluency is the bridge that takes students from the island of decoding to the island of comprehension. What is fluency? - Accuracy (decoding) - taught - Rate (speed) - practised - Prosody (Expression) - modelled Accuracy Systematically and cumualitibrly traching sound to symbol correspondence Teaching how to slide phonemes to gether Orthographic mapping Rate Reading at a rate that is neirther too slow or too fast Fluency pairs are a good way to encourage fluency practise. Prosody Needs to be modelled by the teacher The key to teaching prosody is tied in with the punctuation Explicitly teaching punctuation and teaching children... Punctuation Full stop - slight pause/breath Comma - slight micro pause/breath Question mark - voice goes up at the end Ex Mark - voice gets louder or projects out Speech Mark - might change voice. Modelling prosody Model text to students try echo reading try choral reading Read everyday to students! Fluency with a decodable. If a student is slowly sounding out each word then don't move on to the next page. Re-read the sentence (might take a few times), focusing on going a bit quicker each time. Dibbels SO WHAT/NOW WHAT - Review is something that is extremely important to help students commit learning to long term memory. Needs to be a part of all lessons across all areas. - This can be applied to different areas of learning. E.G - D.T - The teacher needs to teach! I DO - Read to students every day!

Reflection - 12.05

What was one thing that stood out for your from last weeks hui about understanding behaviour and your response to it? How has your practice changed because of this? For me it got me thinking more about antisedant behaviour. I have been more atuned this week to notice behaviours (mainly low level behaviours), and reflect on what might be sitting behind it. One thing I have noticed is that a number of behaviours I see on the mat are designed to get the attention of the student's peers. With this in mind, if I start to notice this occuring I have been quick to move students to a position away from their friends to enable them to more successfully focus on the lesson. I am also trying to ustilise collaborative strategies more that give students the opportunity to voice their ideas in an organised fashion.

Reflection - 05.05.25

Thinking back over Term 1, what was a ‘stand out’ moment for you? What prior planning, relationship building or reflecting led to this moment? My 'stand out' moment occured this afternoon when I observed two students pushing hard to complete a task. They talked animatedly with one another discussing how they were going to get their Lego taxi to move where they needed it to go. As they tested their code, they continually tweeked and modified it until they had achieved the desired result. Prior to this happening I modelled the process of testing and debugging. I believe this gave them the confidence to apply this process to their own learning.