Welcome back to term three. What a mixed bag of weather we had for the first week of the holidays. Our thoughts are with everyone in the far north who are struggling to dry out after the deluges.
Maori Language Week:
What resources have you explored for Māori Language week?
I am really enjoying Kupu o te Rā with a word or phrase emailed to me daily.
This week we are featuring the recently shared Literacy Progressions.
Mary-Anne Murphy shares an insight into the development of this valuable resource.
One of the core features of a personalised learning programme is students knowing where they are "at" with their learning and where they need to go next. The Literacy Progressions have been constructed in teacher-speak; which has meant they have been difficult for students to access. Below is an overview of how the "kid-speak" progressions have come about.
Natasha Jacobs, a teacher from Irongate School in Hastings wanted to personalise her Literacy programme. She was using The Literacy Learning Progressions within her mahi, and wanted her students to be actively involved in the entire process. This would require her students to access and interact with the criteria in a deep manner.
Natasha realised the academic language of the progressions posed barriers to students' understanding, and saw the need to translate them into a language that students would be able to understand and interact with.
Natasha put a 'call' out through the Virtual Learning Network (NB: if you aren't already a member of the VLN you will need to register first) to enlist the help of other teachers who would be keen to help with the enormous task of translating the progressions. There were – and so began the project of forming a group to recraft the literacy reading progressions into 'kidspeak'. Several teachers joined the group and, using Skype to connect with each other, and Google docs to share documents the group set about to come up with generic phrases students would be likely to understand and use, to replace the more academic language of the progressions. They cross-moderated and checked for alignment, while throughout they ensured that the integrity of each criteria statement was maintained.
This process didn't stop at the reading progressions and very soon another group of willing teachers took on the challenge of kid-speaking the writing progressions.
And so the Kid-speaked Literacy progressions have been created for use by teachers and students.
The tiny URL address to these resources when sharing is:
There are also stories within Assessment Online that link with these resources; many thanks to Brenda Crozier and team for compiling these.
Please share with your colleagues, and make them your own.
Following on from the release of the School Journal and Connected in pdf form, we now have available the latest Junior Journal for you. Journal stories, teacher support materials and audio files are all now available online.
Ideas for using digital copies of the school journals We have started a crowd sourced document for us to share the ways in which we are using these pdfs. We welcome any idea, as we grow our resource together. Remember ideas that seem ordinary and obvious to you are often amazing to others. Obvious to you. Amazing to others. - by Derek Sivers
NZLA - the 37th New Zealand Literacy Association Conference. Register now.
Ngā mihi nui
Literacy Online Facilitator
To post to the list email: email@example.com