Term 2- BSLA

I had to change my inquiry focus as my teaching role has shifted. I am now focussing solely on structured literacy with two classes while collaborating with my colleague Susan in an open learning space. Susan will be taking the responsibility for teaching writing and mathematics which has prompted the change in my inquiry focus.

My focus is on fostering phonological awareness and explicitly teaching students the relationship between letters and sounds. By developing their ability to blend sounds, I aim to equip them with the foundational skills needed for their fluent reading and writing.

Our school is implementing the Better Start Literacy Approach (BSLA), which I completed the training for last year. I feel quite confident in applying the scope and sequencing for Taumata 1 and Taumata 2.

I have selected four students as my focus group, 2 boys and 2 girls.

- Student JJ

- Student MH

-  Student LA

- Student NGW

These students started school last year as New Entrants and had a few weeks of BSLA- Taumata 1.

                        Baseline Assessment Data upon starting starting school.

                                                                   From the data above we can see that:

Positives: 

What can students do?

- they have some letter sound knowledge.

-  they can blend sounds together.

What I need to work on:  

1.  Initial phoneme  identity - playing whole class games where children can identify the sounds       in the initial letters.

2.  Letter sound recognition -  games and activities using magnetic letters board games here are       some letters what letters make the m sounds

3. Blending sounds together- BSLA whole class games as outlined in the lesson palns.

Presently:

The whole class is in Taumata 1- Week 6 and the Focus sounds are Gg Rr and Aa.

After completing Taumata 1, which is the first  10 weeks of the scope and sequence all students will get tested.

I am pleased with the progress we have made so far and believe it is crucial to continue revisting the sounds introduced in previous weeks, allowing students to reinforce their learning and build a strong foundation for ongoing progress.

Term 1 2024 Inquiry Focus

This year my area of focus for Inquiry is Mathematics.  Within this focus, I am working closely with a small group of 4 students, 3 male students and 1 female. All four of these students started school last year. The female student among them communicates in English as her second language.

There are a few reasons why these students might struggle with Math:

-Developmental readiness: Some children may not have reached the developmental stage required to comprehend specific mathematical ideas. Understanding abstract symbols such as numbers, misunderstandings between numbers and letters, and understanding the concept of the quantity can be challenging.

-Lack of Concrete Manipulation: Children learn most effectively through hands-on experiences and concrete examples. 

Limited Exposure: Children who have not been exposed to mathematical concepts in their early years may struggle to grasp them later on. Exposure to numbers, patterns, symbols, and fundamental mathematical concepts is critical in building a solid foundation for future learning. 

-Learning Differences: Certain students may have learning impairments or disabilities that limit their ability to comprehend mathematics. 

-Ineffective teaching methods: Teaching methods used in the classroom may not always be appropriate for all students' unique learning styles. Some children may struggle to interact with and comprehend mathematical concepts if there is no differentiation or hands-on activities.

-Lack of practise: Math requires practice to master. If children do not have opportunities to practice mathematical abilities on a regular basis, they may struggle to recall what they have learned and apply it to new situations.

Addressing these challenges often involves a combination of strategies, such as providing hands-on learning experiences, using differentiated instruction to meet the needs of diverse learners, instilling a positive attitude towards math, and providing additional support for children with learning differences.