Our students worked so hard this week completing the 'Deeper Blue' Science Week activities, receiving their badges and certificates of completion. Well done guys! I am so Proud of you!!
I was interviewed by ACER Teacher magazine - you can read the article below
Dictation is used to apply the synthetic phonics learning we have just done in the lesson. The older students do multiple sentences and the younger students are doing shorter sentences focussed explicitly on what was just learnt. The next day we repeat it with a different sentence with the same phonics.
In HASS we have been learning all about the weather. In this lesson we were planning what the three bears would need to come camping at Pia School. We checked the weather app on the iPad to see what they had to prepare for.
Senior Room Term 3, Week 4
The focus for this term is providing Senior students with activities to extend their level of phonological and phonemic awareness. Without an awareness of identifying sounds and sound patterns, students may experience difficulties with reading words and understanding or comprehending what they are reading.
With carefully planned instruction, meeting all levels of student’s needs, the morning English blocks consist of activities that challenge students. For example:
Vocabulary is critical to reading success, activities to assist vocabulary include identifying letters and their sounds using synthetic phonics (to break down words into sounds), combining syllables to match words on the whiteboard and using the strategy of Look, Cover, Write to confirm word retention. Other word attack activities involve helping students blend words, recognise vowel sounds in words and identifying word parts/patterns within words – this activity is supported by our Thrass component during the morning English session. Thrass has a sound recording. Students hear the sounds and repeat them (with use of prompt card) to consolidate auditory sills. The Thrass consonant and vowel Raps are very popular.
To further enhance learning, Word Bingo is used to assist student’s encoding skills. An oral focus is critical to sound recognition and pronunciation. When students are speaking or spelling they are asked to code switch, slow down their speech and concentrate using their prior knowledge to become competent at Standard Australian English (SAE).
Research indicates that students with age appropriate skills in phonological awareness and basic reading skills make gains in acquiring and retaining phonological awareness skills. For students with delayed reading skills this is an important teacher strategy to use every day.
Simple and Compound Sentences and Metalanguage
To begin the morning English block familiar activities of identifying verbs, adjectives and nouns assist our focus of improving the quality of writing in the senior class. Identifying (metalanguage) nouns and language conventions are skills to assist writing development. We have studied simple sentences and how these can be expanded into compound sentences using adjectives and adverbs and using if, so, but, and because. This strategy provides students with critical thinking skills and a deep meaningful connection with language. Modelled and shared writing is used to develop their skills in writing.
A focus with Maths has been division. We have used a number of activities, including using the whiteboard to connect with student needs to this skill. With persistence, students in my class will improve their division skills and knowledge. Often we use math activities to extend student math skills in the Home Ec room, followed by a pizza or scrambled eggs. This is a huge incentive to perform at their best!
English Team Building
A recent development in the Senior Class has been the introduction of a reading Team Building activity encouraging class responsibility. Students take on a role of either Code Breaker, illustrator, Investigator or Discussion Manager. After reading a text to the class, each student has the responsibility of one of these tasks. I was pleasantly surprised how well the senior students improved their oral skills and confidence to fulfil the responsibility of these roles. Our first topic read was Jellyfish. So I encourage parents and carers to ask your children about jellyfish! They can tell you what a ‘smack’’ and ‘bloom’ are, and what ‘bioluminescence’ means.
Each teacher in our school has the responsibility of making and displaying a ‘Vision Board’ the purpose of the vision Board is to display what you want to achieve throughout the day and year by visualisation. The images on the Board provide a focus or incentive to teach in an environment that is important for both teacher and student growth. A powerful tool in anyone’s language.
Mr. Ted, Senior Room Teacher
Smack, small cluster of Jellyfish
Bloom, larger cluster of Jellyfish
Bioluminescence, genes that help Jellyfish glow, even in the dark
To Fiona & everyone at the Pia Wadjarri Community School
I wanted to express how great it was to have your school attend our Rugby Festival at Mullewa last Tuesday (4th August).
It was so great to see the kids at the festival having so much fun. They were so well behaved and involved in the day, it was a great to have them there on the day.
A special thanks to all your staff that were able to make it. Their help in making sure the day went well was pivotal. It was inspiring to see how they were committed to making the day for the kids.
I managed to speak to a couple of community members that made the trip on the day. This was a particular delight & privilege to for me personally as it helps me make sure the day is meaningful to the broader community these events operate in.
The kids were amazing – after only being introduced to the sport a few days previously, they certainly impressed on the day – so much so that the manager from RugbyWA mentioned the Pia Wadjarri kids for special mention. I think he might have seen a future Wallaby or Wallaroo!
A special thanks to Bradley at your school. His work on Friday when I visited was pivotal. His ability to translate the rules of Sevens Rugby to the kids was pretty special.
So I look forward to visiting your school again in 2020 and beyond. I found this initial experience so rewarding personally and for the sport of rugby.
Geraldton Regional Junior Rugby Union