Because I am a teacher.

Read and Read it again

Read and Read it again - developing the confidence and love of learning to read.


Dont feel pressured to constantly read new books to your students or give your students a new reading book everyday.


Remember your favourite books as a kids.

Research tells us:

Vocabulary

Hearing a story once is a great experience both educationally and otherwise.  However, when it is revisited over and over again more learning is encouraged.  Vocabulary words that are difficult for young readers are often easily dismissed in books that are read just once or infrequently.  In contrast, when a book is read over and over again understanding of the vocabulary words is increased and the repetition helps children learn them to where they can begin using the vocabulary on their own in their own context.  

Increases Reading Comprehension

Just as vocabulary is picked-up in repeat reads, repeat reads help with increased reading comprehension.  With each time the book is read the child is able not only to remember it better, but gains a more clear perspective of such things as cause and effect, sequencing, plot structure and more.  

Confidence With Books

There is a confidence that comes with getting to know books on a more personal level.   pre-readers will revel in the ability to “read” the story on their own.  We know they might not be able to actually decode the words on their own, but being able to tell the story on their own will give them a sense of independence, confidence and even ownership of the story.

Fosters a Love of Books

It is the same with all readers young and old alike, when you fall in love with a story it becomes a part of you.  The characters become familiar friends who your make connections with an remember.

Time to tell the Government what we think about Special Education in New Zealand - Disability and Learning Support Action Plan

Please have your say about what is working and what is not working in Special Education in New Zealand

Disability and Learning Support Action Plan

Have you had your say about the Disability and learning support plan - feed back closes 31 October 2018.

Survey

Overview

Please tell us what you think about the draft Disability and Learning Support Action Plan. 

Your answers will help us to better understand how we can improve disability and learning support over the next few years.

This survey covers the main proposals in the draft Action Plan. It will take about 10 - 15 minutes.

The draft Action Plan is available in multiple languages and Easy Read format here.

You do not need to give your name to complete the survey, and your answers are confidential and anonymous.

If you would like to comment on all of the proposals, or make a submission on behalf of a group or organisation, please read the draft Action Plan and email your submission here.

This consultation is available in:

• English
• New Zealand Sign Language
• Te Reo Māori
• Mandarin |简体中文
• Korean | 한국어
• Hindi | हिन्दी
• Samoan | Gagana Samoa
• Tongan | Lea Faka-Tonga

This consultation will also be available in the following languages soon:

• Cook Islands | Maori Kuki Airani
• Niuean | Vagahau Niue
• Tokelauan | Gagana Tokelau

Engaging our Learners in an active way

If you present new content to your students in multiple
creative ways, using different types of media, and medium
three amazing things happen:

• more students will be able to access and learn the content
• you’ll reinforce new information more effectively than ever
• your students will become expert learners—meaning they’ll know how to explore a wide range of ways to learn, and they’ll understand which strategies work best for them.

Writing opportunities - Mark making

Supporting writing development.

Our young learners need lots of experience in writing and developing fine motor skills.
It is important that these activities have purpose and are fun.