PMI Reflection Chart
Testing by Mum of Word Rings is working really well. She has asked for a helper, so now I am setting up a second parent to support her.
Big jumps in reading this first 4 weeks of the term, some moved 4-5 levels. Not as large a jump with the target children but still steady progress and all tracking well towards national standard.
M - up 2 level, level 6
A - up 2 levels, level 6
S -up 2 levels, level 6
J - up 1 level, level 2 .
A3 - up 2 levels, level 3
By the end of the term there will be 6 children on spelling, and I will remove them in term 3 and add spelling to the Friday session with me. This way I can do both a test and a mini teach on spelling strategies.
Halina is doing some great work with word family monsters, which is showing great results in hearing and generating rhyme. I would like to add these in but need to prepare the resource.
Too much testing - doubling up. i.e. Word rings and Target words. Good to push both sets in class, but only need to test 1. I prefer to keep the Word Rings as the children are very motivated by these and there are only 15 in each colour, so the chn experience success quicker. My colleagues are more keen to let the Word Rings go and use the Target words for the color wheel. Our Dean suggested we could trial different approaches and report back which worked afterwards. Collaboration does not always mean doing the same thing - it is supporting each other to critically inquire into our best practice to make it even stronger.
Observations & Concerns
Consider how am I accelerating and motivating children's reading achievement through clarity of next learning steps .
Complete appraisal to current and share with Dean.
Introduce Word Family Monsters