Structured Literacy Journey

  Bex's reflection on the Structured Literacy journey

I was at a stage in my teaching where I knew that that was possibly more I could do for the struggling readers/writers, but I wasn't sure where to start. I began my journey with Structured Literacy when a couple of friends started talking about it. This interested me, and I made sure that I researched and read the Science of Reading. I then looked at lots of different research and resources that Sara and Nelly had shared with me, but my mind was spinning. 😵‍💫 

I then discussed with Tara about structured literacy and her thoughts around it, and where I wanted to go. At the beginning of my pathway, I needed to find some stops to help my learning. I was very interested in Liz Kane, but her Dunedin and the South Island workshops were full, so I went to Ideal and Carla McNeill. I noted that she had a workshop running and signed up. 

That day was very overwhelming, but it made sense to change my literacy program. We signed up for the iDeaL platform, and I started to explore that. It was a very intense website, and took lots of time away from school to work out. I decided that I needed to see Structured Literacy in action and had done more reading and research around Liz Kane; I also purchased the code and looked at that, but I still needed to see it in action. I chose four children in year two that I thought would benefit from Structured Literacy. I talked to their parents in that group and told them what I was planning, that I was in the learning phase, and would like their buy-in to move forward. I assessed them and knew what they needed but didn't know where to start...Hence why we visited Grants Braes.

Mikaela and I talked and decided that a trip to Grants Braes saw it in action. We organized it and spent the morning going over the school to observe the teachers at the different levels; we saw the Haggerty and PA in action. Then we saw the code in action. I took this back to school and implemented the Code and LLLL assessment to see what I needed to do with my intervention group. We focused on sounds with handwriting, to begin with, and then moved to words. Sounds - words then moved back and forward a few times until they had secured their first sounds. I only sent one book home a week, and it was that we had practiced for the week. I was mucking my way through, and I was seeing progress. Slow and steady, learning as I went, and the kids were having success, and I saw it coming into the classroom. 

At this stage, I recognized that the Totara group would benefit from some spelling lessons. I tested their spelling and saw they needed to return to year one of the Code. From here, I taught them the spelling rules they needed to include and introduced them to the iDeaL platform for learning spelling rules. I began to see results in their writing and spelling. This also helped their reading, and the difference in their confidence was visible too.

Around this time, I noticed that my intervention group of children was gaining confidence and ability. Their writing in the class had shot off, and the boy who would sit and cry in the corner was now eager to write and would write any chance he got; this was a massive improvement for him and made me very confident with the program we had created.

Towards the end of Term 3, the difference in the groups that I was taking for spelling and structured literacy was terrific, and this showed in their end-of-year results; it was enough for me to think about rolling it out across our junior team. So, with our little resources, we took the term 3 holidays to roll it out, group the children, and start with a structured literacy program. My fellow teacher was enthusiastic about it and was beginning to get some of her own resources, and the teacher in the NE room loved the structure and immediately saw improvements with her kids. It was a success, and we had parents on board, which always made such a difference.

Early in Term 4, Mikaela and I held a Structured literacy workshop for parents, where we unpacked what we had learned from the last year and why we wanted to roll it out. We had such a great take on the idea from all of the parents that came.

At the end of the year, when I came to test the children, we used the PM+ Running Records for my intervention group, and they had all made accelerated progress with seeing them 20 mins a day, 4 days a week. It was empowering, as it worked for everyone and gave such a good base.

The BOT was happy with the results, and we got approval to roll it out across the school in 2022.

In 2022, we rolled it would across the school. At this time, other teachers were learning, and we had three teachers learning about Structured Literacy and how to use it in the classroom. This was an excellent opportunity for me to help those teachers learn and walk through their journey.

As we moved into 2023, with everyone on the same page, it was decided that the tuakana team would use the iDeaL platform for spelling and use decodable for reading until they reach concept #22. Then we can transition them to the PM+ reading system and focus on comprehension.

The results that I have seen through the iDeaL platform for spelling were remarkable and gave a clear graph of where they were and their next learning steps. This has transferred to their writing and their reading.

Now that I have sorted using iDeaL for spelling and writing, my next steps are to take it into their reading. I have been to Holy Family Wanaka for their open day and asked many questions about how to take it to read. They use the LLLL readers; iDeaL has linked these to their scope and sequence. I am using this for my planning, which helps connect them. As they pointed out in Wanaka, you can use any decodable to teach reading but stick to the scope and sequence of iDeaL.

Here is a link to the Structured Literacy Site that Tara, Mikaela and I started at the beginning of the our journey.

Ski Camp Leadership

 My first year leading the ski camp was full of unexpected surprises.

The weather was the first one. Since we went in August, there has been a lot of rain around, and with the 65th birthday of the field, they were trying to preserve the snow for this event.

We went in the week when the celebrations were. This means that the field was packed; we had two days where the area was closed, and in my planning, I didn't think of this scenario or what to do on a rainy day. This was completely unexpected, and on reflection, I will plan some activities when the ski field is closed.

There were some things that I know for next time:

- Set all my cards on the table.

For example - Safety on the field, parents' responsibilities, and expectations of where the children are allowed on the field. 

I ran a meeting before the camp for the parents and helpers attending and set out the expectations verbally; I may have done this as a written copy with them signing it. I was just doing what Chris had done the previous year. 

I did doubt myself a lot on the ski camp; I was worried that I would make a mistake, make the wrong call, or people would disagree with me. I have more faith in my ability and make the best call for everyone and the best decision for the group.

The positive was that many children pushed themselves to get to that next level, that next run, or go on the chair lift. The team bonding was lovely, and they loved playing board games, exploring in the snow on the first afternoon, sledding, creating snowmen, laughing, and sharing a joke. 

My takeaways from last year:

- Make it clear that I have the final say on where the children can go on the field.

- Have more faith in my decisions.

- Have activities for when the field is closed.

- More interactive, engaging evening activities - board games were suitable, but the environment was too noisy.

- Go through the RAMS with a BOT member, open school docs, and use school docs alongside. 

- Send out the ski camp booklet earlier so parents can get the necessary things. 

Self-Love reflection

Self-Love

First few weeks of Term 1

I have done so much mahi around this. I have been listening to meditation around feeling like I belong where I am, that I am doing so much for my mental health, and that I genuinely do love myself. 

I have matched the balance I created last year to my self-love journey. Making sure that I create time in my world for my time, whether walking at 5:30 am, going to be a little earlier to read a book, doing something just for me, or having family time. I take what I need and move on. 

Last few weeks of Term 1

I picked up a book called "be your best self"; it really unpacked the parts of me that I needed. For each chapter, there are exercises, and I tagged them and then returned and did them. 

This book, the suggested little thing, has made a difference in my life. It made me think of all of the parts of me that I was trying to work on and then gave me tools to work through it. 

From the start of the year, I have been journalling, creating goals, reflecting, and showing gratitude for the things around me. I have been solid with this, making my goals achievable and finding gratitude when sometimes I thought there was none. This has helped with my self-love, as it has given me the tools and motivation to work on some tough things and set challenges for myself each day to achieve them.

Journalling - 

So when I started journaling over a year ago, I would do it every so often. When I felt anxious or worried, and sometimes when I felt ok. This year I purposely purchased a one-page diary with the thought of using it for my journal. It has become so much more than that! It’s all my thoughts, goals, fears, gratitude, and a review from 2022. I didn’t know how it would go, but I ensure this little book went everywhere and always wrote in it before bed. It has made such a difference in my well-being. Especially my daily gratitude, 3 things I’m grateful for. #wellness #wellbeing #wellbeingcomesfirst

Term 1 Holidays

This first term holiday has been reflection, recovery, rest, relaxation, and roaming. 

I have taken the time to be a mum to my boy, doing things he loves, we love as a family, and what I’m growing to love. We witnessed some fantastic colours when we adventured through Central, became closer, and found magical spots for summer. 

My boy found the love of second-hand shopping and continued on his scooter journey, becoming more confident and skilled with every ride he took. 

I have read, run, walked, biked, and cooked to my little heart's content and feel like my bucket is well and truly full. 

I know they call the school holidays non-contact time, and that is true, but this time I took it to be a mum and focus on my family. #autumn #autumnvibes🍁 #autumn🍁 #nztravel #nzteachersofinsta #nzteachersofinstagram #nzteachers #wellbeingwall #well #wellness #wellbeing #termholidays #recovery #rest #relax #relaxing #roam #roamtheplanet #roamearth #yellow #yellowleaves #biking #bikecentral

I am also creating content on my Instagram page, so pop over and look.

Teacher on the bay

Gold for Glory - Managing to exercise daily and read the above book.

Blue for improvement - To keep being intentional with my movement, Making this daily for 30mins or more.

To create weekly content for my Instagram page around well-being and self-love.

What is hard - Getting up in the morning to move; it's cold and dark and the bed is so warm. 

Creative in schools

 Nathan Parker talking about the creative in schools project for 2023 and how it fits in with our larger projects. 

Coming in and working with Haidee’s class last year. But has been at Warrington School for the last 8 years around gardening and making an area for free play.

The kids have all the little things going on, and they have cafes and look for bugs.

Very much driven by the kids, but Nathan does a little bit for them to begin with e.g., planting some garlic. 

Most of it is really native, has skinks and frogs, and children have developed a love of insects. Lots for the kids to watch on TV. 

The children are directed and can go back to class if they want to, but they are still waiting for someone to do so. 

Last year parents gave permission, and now the parents know what is happening. Multi-level working together. 

The tricky part is managing safety - tools, climbing trees, etc.

Creatives at Waitati

Creating a classroom space, but so much space that we are underutilizing. The kids are already doing so much with it.

Creating art with natural materials, especially Willow. 

We have the natives and the willows, which can be heavily harvested and won't impact the area.

Child-driven, children make their own decisions, talking a lot about what needs to be done.

Nathan has many ideas about what the children could do but wants it to be child lead. 

Really take the learning deeper and call on the expertise of others.

What are some of the barriers?

• Not having gumboots

• Wot having wet weather gear

• Safely managing the tools

• What else do we need?

Using natural materials when attaching different pieces.

Need to work through what is suitable for us here…what works for us, and how does that fit with our values?

Finding the fine line between what's okay for our community. 

We must discuss our beliefs and values to make them work for us. 

Lots of room for discussion around how to use the space, and children have to learn the hierarchy of the animal world, i.e., slatters - stick insects, etc. 

Wasps are pests, but honey bees are not. 

Nathan here:

Thursday

9-12 pm

Wednesday

12:00 - 3pm

Work out the times within that and the groups. Will talk about that at Hui on Thursday. 

This idea is mainly the wetland and will extend into the swamp. Not differentiating between the two. The wetland is there to be explored. 

How are we communicating with Nathan? Email works really well for Nathan. 

What is the outcome of the creative in school?

Hoping that we will have an outdoor classroom. It’s the journey that is important to get there.

Moving sides

 Well, what a year. 

This year I started with NE - Year 2 and was quick to realise that as cute as these buttons are I preferred to be with Year 2 and above.

I enjoyed the challenge of being with NE again and found that all that I have learned over the last 5 years was useful and I could put a few of these perspectives into pla
ce. I also discovered that it was hard to work in a classroom with another teacher and a lot of needs.

There were many times that I thought I wasn't good enough, or that I flipped my own lid(holding it inside though) when the times got tough and many times where all I felt like was an over priced teacher aide, who didn't have a voice or the autonomy to make decisions like a good team leader should. As much as I worked on the relationships first, then worked on listening and being a leader who walks to journey with you, it felt like every time we were getting to a good place, something happened and it would crumble. 

I tried my very hardest to make things work and to listening and change and listen some more. But alas it wasn't quite what it should have been. 

I think that by the end of Term 2, we had got to a place where I would listen and they would talk. I could only do that and agree, sometimes trying to put my 2 cents in where I could. Don't get me wrong, I learned a lot about myself, others and most of all how to listen and respond in a way that would awhi them. We had got to a place that it kind of worked. 

I felt so much for my student teacher at the time, when she was suppose to be on control she wasn't and she too wore the brunt of stuff that wasn't her fault. Again I listened and supported the best I could and awhi her along on her teaching journey. 

Before the end of the term there was a decision made around some year 2's that needed to be moved over and I was happy to help them with this transition...meanwhile being excited for my trip to Rarotonga. The end of the term was a rush of moving and planning and transiting, but it was exciting and new and scary all in the same way. Then I was off for two weeks in the sun...

When we returned there was a quick catch up on the Sunday around what the week would look like and that Monday we would play by air.

Monday came and so did my overwhelming sense of "oh shit, what have I done and why?". 

I spent Monday crying with no sense of belonging and going through those motions of not being needed, no place to put my stuff, not feeling welcome and worse of all, no knowing what I was doing. But by the afternoon, I was feeling like I knew what was happening. 

It took for me to open up to how I was feeling, getting those around me to help and know my place. It was such a massive thing for me to go through and I really talked and collaborated with my new team.

As the weeks have gone on the more I have felt part of the new team and I feel like my opinion is valued and taken on board. The team leader has done well with the team to make sure that everyone has a voice. We have bonded and the tamariki are making progress and it's the best feeling. 

I have such an amazing new team and I love being part of it. No we don't always agree but we talk, together, and listen to each others view and work around the issues to make it work. 

It's been a year of learning and I have taken on a role that was new to me. I have made huge progress myself with the way that I think, work and communicate and it has lead me down a new path.

The learning and leading that I have been undertaking has been huge and it has taught me so many things about people and who I am as a leader. It has also taught me that no matter how hard I try to do the right thing, or fix something, sometimes I can't and it's not mine to fix, change or do. Those people have to make that journey themselves. 

Powerful Play

 Learning through play has been a big journey for me in my role as a junior teacher. It started in 2016 and now we are 2022, I am still learning and reflecting on my learning through play practice.

This journey has not been without its learning pit moments and I have always come out with more learning than I went in with. This year it has been no different. 

I started this year in the New Entrant - Year 2 room with a new colleague who had done different training to myself. We had to spend a lot of time talking and problem solving to get to the right place, but I felt that we were there before I moved over.

She taught me new practices and answered a lot of questions that I had around what types of play there were and how we recorded what we had covered. The kaiako taught me about these different types of play:

- Sensory play

- Literacy play

- Numeracy play

- Science and Nature play

- Collage (art)

- Construction

- Dramatic play

- Reading Area

From my first training I understood schema's and what they children want to do, but never really understood how to plan this correctly and make sense of the areas. I instead tried to lump them under the NZC, to which they never quite fit. Also I always separated these things in their own activity.

This was a turning point in my thinking and my teaching of Play. It made me really stop and think...do I really make these things readily available to my tamariki and how can I change it to make it better? The answer was to shift my planning and making more time to represent these ideas and set up the play in a way that is interesting and draws the children to it.

My next steps on my journey are to take what I have learned and help my new colleague to understand the true meaning of play, the different areas and make an environment that draws that tamariki into their learning without them knowing. To enhance the literacy and numeracy skills of the tamariki through play and have engaging, interesting activities that are open ended.

I am looking forward to taking my learning further and to take those tamariki with me on my journey.

Tilting the Seesaw

 I have made a huge shift in my thinking and knowledge about Neuro-diverse children in the last few years. This started when we got our new principal and I had an experience with one in 2021 that really changed my thinking, and I had to dig deep inside myself to understand or try to understand what they needed from me and the environment around them. It wasn't about their learning or their grades, it was about being happy to come to school and staying the day, then trying to bounce in and out of some learning. It was a massive shift and hard but so worth it for the team that I was with and that child.

Fast forward to 2022, and I have a many needs class. I knew last year that I would have one child that needed me to challenge my thinking and learn more about ASD so here I am.

I have learned so much from my fellow teacher, who has years of experience with Neuro-diverse children and is willing to share her knowledge with me. I have a fantastic principal that also has years of experience and is willing to share with me. Yesterday and today I am at a PD session called Tilting the Seesaw, which helps you understand from the child's point of view and it is done with the team that surrounds the child. We are there for them, not all the children, but for that one child and yesterday was all about understanding what it was like for an Autist. I went away wowed and understanding so much more and with a list of things that I could do to help, not just that child but all of the neuro-diverse children.

One thing that has become so apparent over the last few years, and it's that the heart of the child is the parent who just wants their child to grow up and be a part of the world, whether that is to attend school and have a good experience or go on a family holiday or even as simple as having brunch at a cafe. 

You as the teacher have the opportunity to help these families make more sense of their journey. You have to be open to the fact that you are more than a teacher in a classroom for tamariki. You have the chance to change to the worlds of families. What works for autism often works for others. Let's change the environment to help all the children in our care.