Subject: ICTs in English
List archive
- From: Karen Melhuish <karen.melhuish AT core-ed.ac.nz>
- To: ictenglish AT mailinglist.tki.org.nz
- Subject: [ICTs in English] Re: Much Ado About Nothing on Facebook
- Date: Tue, 26 Apr 2011 08:42:17 +1200
..and while we're on the topic...
How Shakespeare & Social Media Are Fighting Cyber Bullying
As well as the example Claire, shared, there are some great clips here: http://mashable.com/2011/04/25/shakespeare-facebook-cyber-bullying/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29
Love the hip-hop "Much Ado...";-)
Cheers
Karen M
On 26/04/2011, at 8:15 AM, Claire Amos wrote:
If your students are studying Much Ado, you might like to get them involved with this project which involves a modern day version of Much Ado being played out on Facebook. Starts on today!
http://weeklyreader.com/ado
A Shakespeare play on Facebook? Yes! It's true! Beginning on April 26 at 4:00 p.m., you can be a part of Shakespeare's classic comedy as we present it in real time over three days. Connect with the characters on this page to see the play happen LIVE in your own Facebook news feed.* Click the "Like Us!" image to the right and, on the next page, click the "like" buttons next to the character images to be a part of the upcoming performance! Make sure to "like" them all to get the full theater-going experience.
Cheers
Claire
Claire Amos
Director of e-learning
T +64 9 630 5963
_____________________________________________
Silver Rd, Epsom, Auckland 1023, New Zealand
T +64 9 630 5963 F +64 9 638 9143
www.eggs.school.nz
-----Original Message-----
From: Louise Tredinnick [mailto:5treds AT xtra.co.nz]
Sent: Mon 25/04/2011 8:29 a.m.
To: ictenglish AT mailinglist.tki.org.nz
Subject: [ICTs in English] Re: RE: Re: Re: Reading Planning
Thanks Bruce that's really helpful and you are so lucky to have Alison Davis in your cluster. Yes, I can see how it all fits together now and also having taught reading for some time without the direction so specific from the last few years I also highly motivated by being able to take much better reading lessons. I'm also now using Sheena Cameron's book for help with the daily implementation.
Thanks so much for your insight.
Louise
On 20/04/2011, at 9:50 AM, Deputy Principal wrote:Hi LouiseEach of the sub tests have had specific skills identified (through ourPD cluster) that the children require to meet the demands of wordrecognition, sentence / paragraph comprehension or the use of vocabularyin a text. When the teachers analyse the results of the assessment,(particularly with target children / groups), they will be able toidentify their next steps in teaching.The plan does not cater for the day to day guided reading planning -this still needs to be reflected in the teachers' weekly plan where itis far more specific and, in answering your other question, yes we dorun a task board rotation. We make great use of modelling books wherethe direction for the week is set out, including:* Learning Intentions and Success Criteria;* Prior Knowledge activities;* References to challenges in the text;* Opportunity for formative assessment;* Opportunity for the children to contribute;* Follow up tasks.Is it easy? Nope. Is it quick? Not really. Maybe for some.However, for the first time in 19 years I am comfortable with my Readingplanning. While I am sure the children I previously taught certainlydid not suffer, I am confident that I will see some accelerated growththrough well planned, well informed, targeted teaching practice. I knowwhat their needs are....so do they. We also know what and how we aregoing to meet these needs.In saying that, our facilitators within the cluster (lead by AlisonDavis) work hard to ensure success for the teachers and children - as dothe lead teachers. The planning is just a small piece of the puzzle.Bruce McMillanDeputy PrincipalKelvin Road Schooldp AT krs.ac.nzPh. (09) 298 8417Mob. 021 180 8206http://kelvinroadschool.blogspot.com/-----Original Message-----From: Louise Tredinnick [mailto:5treds AT xtra.co.nz]Sent: Monday, 18 April 2011 3:56 p.m.To: ictenglish AT mailinglist.tki.org.nzSubject: [ICTs in English] Re: Re: Reading PlanningDear BruceThis is quite different to what I've seen before. Thank you so much forsharing it. I can see how the top data part would be filled out and thewhole right hand side of the plan and I just wondered how the bottompart would be filled out. Are you putting the specific skills thatwould attend to issues with Word Recognition etc that would then feedinto the learning intentions on the other side? This is a really wellthought out plan and so different from how I have been planning. Afterthe initial time spent working out the plan does it not only make ituseful but save you time over the subsequent weeks of teaching?On 15/04/2011, at 11:21 AM, Deputy Principal wrote:Dear All,I am a lead teacher in a cluster called the Papakura AchievementInitiative - affectionately known as PAI. It is a cluster that hasenjoyed quite robust professional development with literacy(predominantly Reading) over the last few years. Attached is anAction Plan for Reading that has been developed over that time (and,to be fair, continues to develop with our own pedagogy). Its originalpurpose was to target the groups with a greater level of need, but weuse it for all groups as each group really needs to have quitespecific teaching for their quite specific needs.The data and the knowledge of the children informs the LearningIntentions and we try to maintain a good balance of:1) Comprehension strategy focus;2) Decoding focus;3) Vocab focus;4) Fluency focus.The next development in the plan will ensure there is allowance toplan for a maintenance focus.It is a five week plan - it was originally a 10 week plan but it didnot work the way we hoped.The plan ensures a good relevant direction and keeps everyoneexplicitly conscious of what they are trying to achieve.Helpful?Bruce McMillanDeputy PrincipalKelvin Road Schooldp AT krs.ac.nzPh. (09) 298 8417Mob. 021 180 8206http://kelvinroadschool.blogspot.com/-----Original Message-----From: Louise Tredinnick [mailto:5treds AT xtra.co.nz]Sent: Wednesday, 13 April 2011 8:17 p.m.To: ictenglish AT mailinglist.tki.org.nzSubject: [ICTs in English] Re: Reading PlanningI am interested in how people do reading planning - to plan forspecific needs - groups - rotations compared with somehow constructingmore generic planning that can be used again with other groups and inthe future. If anyone has some good planning ideas I would love tohear them.Louise------------------------------------------------------------To unsubscribe from the list, please visithttp://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.Please note that the views expressed on this mailing list are notnecessarily the views of the Ministry of Education, or those ofCognition Education Ltd.------------------------------------------------------------To unsubscribe from the list, please visithttp://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.Please note that the views expressed on this mailing list are notnecessarily the views of the Ministry of Education, or those ofCognition Education Ltd.<Action Plan 2011.pdf>------------------------------------------------------------To unsubscribe from the list, please visithttp://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.Please note that the views expressed on this mailing list are notnecessarily the views of the Ministry of Education, or those ofCognition Education Ltd.------------------------------------------------------------To unsubscribe from the list, please visit http://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.Please note that the views expressed on this mailing list are not necessarily the views of the Ministry of Education, or those of Cognition Education Ltd.
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To unsubscribe from the list, please visit http://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.
Please note that the views expressed on this mailing list are not necessarily the views of the Ministry of Education, or those of Cognition Education Ltd.
------------------------------------------------------------
To unsubscribe from the list, please visit http://englishonline.tki.org.nz/English-Online/Interact/ICTs-in-English.
Please note that the views expressed on this mailing list are not necessarily the views of the Ministry of Education, or those of Cognition Education Ltd.
<winmail.dat>
- [ICTs in English] A values based Acceptable Use Policy, Nancy Groh | Netsafe, 04/13/2011
- [ICTs in English] Re: Reading Planning, Louise Tredinnick, 04/13/2011
- [ICTs in English] Re: Re: Reading Planning, roimata baker, 04/14/2011
- [ICTs in English] Re: Reading Planning, Deputy Principal, 04/15/2011
- [ICTs in English] Re: Re: Reading Planning, Louise Tredinnick, 04/18/2011
- [ICTs in English] RE: Re: Re: Reading Planning, Deputy Principal, 04/20/2011
- [ICTs in English] Re: RE: Re: Re: Reading Planning, Louise Tredinnick, 04/25/2011
- [ICTs in English] Much Ado About Nothing on Facebook, Claire Amos, 04/26/2011
- [ICTs in English] Re: ..... and Shakespeare on blogging, Karen Melhuish, 04/26/2011
- [ICTs in English] Re: Much Ado About Nothing on Facebook, Karen Melhuish, 04/26/2011
- [ICTs in English] Much Ado About Nothing on Facebook, Claire Amos, 04/26/2011
- [ICTs in English] Re: RE: Re: Re: Reading Planning, Louise Tredinnick, 04/25/2011
- [ICTs in English] RE: Re: Re: Reading Planning, Deputy Principal, 04/20/2011
- [ICTs in English] Re: Re: Reading Planning, Louise Tredinnick, 04/19/2011
- [ICTs in English] RE: Re: Reading Planning, Bufton & Co, 04/20/2011
- [ICTs in English] Re: Re: Reading Planning, Louise Tredinnick, 04/18/2011
- [ICTs in English] Re: Reading Planning, Louise Tredinnick, 04/13/2011
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