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ILE Inquiry - Term 2, Week 9

6/28/2016

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PMI Reflection Chart

Positives
Mostly good results for weeks 5-8 teaching. Collecting data this week. 
M - up 2 levels to level 8

A - up 1 level to level 7  - struggling with retelling and comprehension. Language processing disorder is affecting outcomes.
S - up 2 levels to level 8
J - away on extended leave
A3 -  up 3 levels level 6

Interesting
After the big jumps earlier in the term a number of children appear to be consolidating - I need to be vigilant that this is the case and that it doesn't become stagnating. Looking for that next deliberate act of teaching that will move students forwards again. 

Minus
M3 - not progressing with sight words
L - new student, very immature, been away a lot already
D - not establishing concepts of print, especially around words, 1:1 correspondence or HFW. Developmental delay. Letter-sound knowledge growing but it is arbitrary, not connected to letters in context but seem to be just rote triggered i.e. the beginning of the word. 

Next Steps:

Thinking about Comrehension Strategies & Fluency as next terms goal ​
Research Comprehension & Fluency strategies - possible Reading CAFE and Reciprical Reading. I like the focus of 4 key strategies only. Keeps it simple as children still so young. I think Reciprical reading will marry well with Read to Partner expectations from Daily 5 which I want to get established well.

Meeting with Principal booked for Appraisal - Term 3, week 1
  • Ensure I have links to all documentation prior to our meeting
  • Bring examples of student learning from target group and 3 other students (Analsyed writing samples, running records and BSA data)
  • Bring any other relevant information/learning examples/student voice/agency (Collect student voice about reading, workbooks)
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Target Students

6/27/2016

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In the first term, I selected 4 students to be my target students. I chose students who were starting at level 0, pre-reading and who did not yet have any sight words or letter-sound knowledge. 

Initially, I collated the soft data on each student. This came from both the students and from their parents NE questionnaires and interview forms. As the term progressed. I recorded anecdotal notes (see below) specific to the reading achievement, there classroom behavior and any information  from home.  

At the end of term 1, I removed one student who was already tracking to achieve above national standard and I added two newer students. As they had come at a later stage, they posed different challenges in meeting their learning needs within the classroom programmes.  

I will keep reassessing the target students to ensure that the group represents the students with the most to gain by a targeted focus on their learning. This will often reflect my newer learners. In term two I had eight new students I my class, so  I need to see which of these would be best served joining my target group for Term 3, and who can be moved out.
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Twice Termly Data Collection

6/27/2016

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Twice a term, mid-term and at the end of the term, I ensure that I collect and analyze assessment data in reading and mathematics. A writing sample is a collected and analyzed at the end of each term. 

The photo opposite shows my initial data collection from mid-term running records. These are particularly pertinent this year as our ILE goal is in raising achievement in reading. The exact means by which I attempt to raise achievement changes each term as the children's need develop. 

These data sheets are collected and pinned together so I have a flow of progress through the year. 
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I then take this data and plot it on two separate graphs. The first graph shows students achievement against their number of weeks at school. This is the graph I have traditionally used. The data points connected by pencil are my target students. ​Pleasingly it shows significant progress across the class, with most children tracking on or above national standards. 

​However, this is somewhat misleading, as some of my students turned 5 last September but did not start school until February. They are doing very well according to their weeks at school, but I wanted to check their progress against age norms. This is the second graph.  

I am currently collecting my end of term 2 data and am very interested to see how my new term two starters have progressed. 


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Phonics - Cross Grouping

6/7/2016

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In 2016, Phonics is the only subject area (so far) in which we are cross grouping the children across all Kiwi classes. This is because they are now spread from stage 2 to stage 5, of the Yolanda Sorryl programme.  By cross-grouping we are able to best target the childrens' learning.  So far I have only taken stage 2 - beginning sounds, although I am concentrating on those children who have around half of the sounds already and need to review and consolidate these as well as learn new sounds. As a team we assess progress mid term and at the end of term, to make new groupings as new teachers join us.
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ILE Inquiry - Term 2, Week 4

5/30/2016

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PMI Reflection Chart

Positive
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


Interesting
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. 


Minus
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

J did not test well. He is doing well with his guided group on Level 3/4 readers and presents as confident, however he bombed in all running records. Too nervous in 1:1 situation. Leaving him with Level 4 teaching group.

Next Steps:

Video reading lesson ILP week 9 for peer feedback. 
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
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ILE Inquiry - Getting Started

1/28/2016

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This week we have set our broad overall gaol, as well as setting our own initial tasks.

Goal: Raising Achievement in Reading

Next Steps: Observe children during mat time and group work for those who are;
  • not joining in with phonics.
  • limited in the sharing of ideas with the group.
  • causing concern around concepts about print
  • holding the book incorrectly way, turning of pages incorrectly.
  • holding the pencil incorrectly, can't use scissors, or colour within lines.
  • cannot directly copy text. 
  • do not know that the pictures match the text, or that the text carries the story.
  • cannot point 1:1 as they read or follow along with a text. 
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    Renee Stewart

    Forever curious, always learning, deep thinking teacher. I am a Year 5 teacher this year and am enjoying the transition after 3 years with New Entrants.

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