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Are and how are these changing?

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Year 1: PM to shift, replaced with decodables. Post decodables - natural texts (using PM books)
Year 2: Natural texts (using PM books) unless Learning Enrichment.

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Great Year 1 discussion about what this means. Worth revisiting as a wider group.

ANSWER
Just right books - remains the same.

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Lisa: Language vs literacy - we need to develop our understanding of these terms and align with EAL etc.

ANSWER
Language - the name of our curriculum, as reflected in the PYP
Students learn to become literate and develop literacy skills through the Language curriculum
Students learn various languages, they may have a mother tongue that is different to our English language curriculum. *Agree - clarity on this to be co-created

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- Levelled readers vs decodable readers -  What readers do children take home and read in class?
- Does Year 1 start with decodable readers?
- Will Year 1 be using PM data? Start of year, end of the year?
- Clarification around EAL children and timetabling - is priority language and it's ok to miss Maths/UOI?

ANSWERS
Decodable take home books in Pod Library from Week 3.
Post decodables, PM available from green onwards (case by case basis)
PM: Benchmarking end of S1 and S2 (case by case for extension students)
EAL: Priorities remain the same with regards to Language, there may be some unavoidable double up

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Are Year 1 able to take home natural text and decodables? 

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Are Year 1 able to take home natural text and decodables? 

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Yes, we have weekly 2 decodables and 3 interest texts.

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Reading log once a week: Yr 1 (just decodables)
Tracked in class, case by case: Prep
Weekly borrowing, daily/week log: Year 2

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Should children be taking home decodable readers with sounds that have not been taught in class?

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Should children be taking home decodable readers with sounds that have not been taught in class?

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Can Year 1 please have the magenta, red and yellow books back for interest books? Could be set up in spare classroom. 

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Can Year 1 please have the magenta, red and yellow books back for interest books? Could be set up in spare classroom. 

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Great idea, let's find a solution and organise for storage.

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Can any of the lessons be incorporated into Writers Workshop? i.e. grammar as part of our writers workshop planning rather than along side it?

Yes! This part wasn't part of Initial Lit.

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I understand UE have taken ownership of all the PM Assessment Kits as they are of the impression PM are not longer done in the LE. These have already be distributed as extras to all the UE classrooms? Is this correct?Can we get these back? Bec

Following up, news to me. They will be needed.

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How do we use the data available (screeners etc) to assist us with grouping students for taking home decodable readers? 

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How do we use the data available (screeners etc) to assist us with grouping students for taking home decodable readers? 

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Cumulative review for those who are needed.

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Is there an opportunity for Year 1 TA's to be upskilled in the Science of Reading and InitaLit? They have expressed interest to know more about the program and how to support. 

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Is there an opportunity for Year 1 TA's to be upskilled in the Science of Reading and InitaLit? They have expressed interest to know more about the program and how to support. 

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Great idea, I will raise this at ELT and find a way to do this.
Prep team did one on 2 consecutive PD days with Bronwynn.

Follow up with Felice and Rachel in T2.

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Should we use Freckle spelling alongside this?

Focus on Initial Lit for now.

Decodable section can be helpful.

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https://jamboard.google.com/d/1fxXqs2cxTwwJrnQTSNkWSgw6G-oK-Nk829yxW0CGSy0/edit?usp=sharing

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What about those children who are already very confident in the content, how are we challenging them?

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What about those children who are already very confident in the content, how are we challenging them?

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How are we all using the data that has been collected? Is it meaningful? What is missing?

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How are we all using the data that has been collected? Is it meaningful? What is missing?

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Do we need to record all the data for each Spellometer assessment? 

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Do we need to record all the data for each Spellometer assessment? 

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Spellometers - sporadic (twice weekly or so)

Yes, to track progress. However, this could be undertaken by TAs if appropriate. Consider how.

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Snappy sounds decodables - level 1 - 3 is not there. Is Year 1 meant to have these? 

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Snappy sounds decodables - level 1 - 3 is not there. Is Year 1 meant to have these? 

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There should be a set in LE for those levels....

Checking LE/EAL

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How can we compress so as to allow time for differentiated group work?

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How can part of the language comprehension component perhaps be differentiated or extended for some students?

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When/how - purpose of Initial Lit data vs Workshop data
Balance with workshop and goal setting with conferring notes
Benchmarking vs formative

Use of the PM

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Written versus verbal etc.

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Specific examples of how to differentiate, manage time and challenge students.

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Specific examples of how to differentiate, manage time and challenge students.

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PM, other ideas?