#15 Monitoring my Intervention and Reflection

 Monitoring my inquiry: 


There are many ways that I plan to monitor the progress of my intervention: 


  • As spelling, handwriting and phonics are taught in isolation, I will need to be checking the writing books to see if the learning is transferring into the independent writing. It will be good to compare with writing from the beginning of the year and middle and end. 

  • The success criteria will be a great tool for measuring achievement. I will be able to see if they are noticing what they are including in their writing. 

  • I will monitor the assessment capabilities of my learners by seeing if they are able to use their success criteria to identify which skills workshop they need to sign up for. 


Reflection: 


  • After some thinking and conversations with many colleagues about the success criteria, I have reconsidered how I use it...

As a year ¾ team, we have developed a list of writing codes that the learners can use in their writing. The idea behind this is that it makes the success criteria more authentic. Instead of the learners checking off a list, they are able to find the things in their writing and notice what they do not have. This code would be used across all writing genres and be specific to writing skills across the board.

  • In terms of getting the learners to sign up for workshops using the new success criteria, they will put their name under the chosen workshop on the wall. 

  • After many discussions in the literacy team and with my colleagues, I wonder if there is a need for a deeper understanding of writing assessment for teachers. Do we know the elements of a 1P piece of writing? Do we as teachers understand how to move writers onto the next level in the writing progressions?

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