#14: From Planning to Intervention:

 Restate my inquiry: 

How does feedback develop assessment capable learners and cause shift in writing?


Implementation: 

Through this inquiry, I hope to have 3 outcomes that will lead to a shift in writing achievement: 

  • Learners able to articulate next steps. 

  • Learners will use a wider range of vocabulary

  • Learners spelling and handwriting will improve 


Changes i have made to my practice: 

  • Using the writing process to scaffold the learning. The planning stage of the writing process involves a lot of build knowledge before we even get into planning. For example; we look at examples of writing and identify what makes this a good piece of writing.

  • Organising my groups so that each group can have targeted goals. Note this is their initial writing groups - they later opt into skills workshops.

  • Learners use their success criteria to evaluate their writing. 

The learners use success criteria to identify what they have done well in their writing. They highlight according to the colours on their success criteria. 


Wonderings: 

- By going through this checklist success criteria, are the learners having to think about what they have done well/not done well? 
- How could I make the process of checking a success criteria more authentic. Starting to think about ‘what do I need help with?’ ‘How have I been kind to my reader today?’


  • I created a padlet for the learners to post their writing on. This part of my intervention aims to create more authenticity for our learners so they can see themselves as writers. 
Have a look at the padlet to see their writing.

When you read the padlet, you will notice that there is still a lot of work to be done around authentic feedback.

Using the Manaiakalani blog comments resources, I created these slides about how to give good feedback. 



I still have yet to use them with the learners.


  • I run a Yolanda Soryl phonics programme across our year group. I have a the stage 5 phonics group and our amazing teacher aide takes the stage 2 group. 

  • In our hub, we are running a spelling programme based on Liz Kane - The Code where we focus on a different spelling pattern/rule each week. The learners are split into 4 groups. 

  • In our hub, we run a handwriting programme which is differentiated 4 ways. We have 2 groups that are working on Casey the Caterpillar and letter formation and 2 groups who are developing fluency and starting to learn cursive.



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