My colleague Rob and I ran a workshop on Reciprocal Reading in our literacy PLD this morning. It was basically a discussion with other colleagues about how they could make it work in their hub.
Explain how some of the data you have used to build a profile of the students’ learning will be used as baseline data at the end of the year. As you can see in post #4, we have collected formative assessment data from Running Records, Little Learners Love Literacy and Liz Kane's 'The Code' spelling tests to gather baseline evidence for where our target learners are sitting at the beginning of the year. We will use these assessments throughout the year and will monitor their progress. If we notice that there has been no shift in the data at the middle of this inquiry, we will revaulate. We have also decided to monitor the wellbeing of these learners. Stonefield's has developed a Wellbeing Assessment Tool called Te Whare Tapa Wha. We will use this to monitor the wellbeing of learners at the beginning of the year and the end. We are also able to track their wellbeing progressions through Schooltalk. Below is a snapshop of target learners wellbeing gap analysis:...
The results from the Combi Tool: From the Combi Tool data, we noticed that the learners are not necessarily shy and they are willing to communicate with others. However, they lack the ability to articulate elaborated responses. I am thinking about whether they are given opportunities to build on their responses? Are elaborate responses modelled or scaffolded to them regularly? We also notice that learners require prompting when responding and their responses are rarely spontaneous. This makes me wonder about the culture of the hub? Do we allow learners time to think about responses? Are they given time to share these responses regularly? What feedback is given to them about conversations? Student voice: What did you learn about today? "I learnt how to stop and sound out words.” Answers show that learners do not have the dialogue to discuss what they have been learning about. They touch on the surface of the learning but it is not specific. Reflection: Could I gi...
Jess- Teacher: We are learning today to use the pictures to help read our story. *Read a PM book page - incorrectly* Emma- Student: Mum went shopping and got some stacks bu-uns. Teacher: Great try with that word! Can you look at the picture to help you figure out the word? What clues can you see? Student: I can see a cupcake? A croissant with jam on it? Student: All long camy Greedy Cat. He looked in the shop bag. Go-ba, go-ba, go-blg and that was the end of that. Teacher: What do you think will happen next in the story? Student: Ummm… Teacher: Who is the main character in the book? Student: What’s a ch-ar-ater? Jess- Kia ora, my name is Jess and this is my hub mate, Emma. We have been doing a collaborative inquiry about causing shifts in reading. We were interested in finding out if our school's Learning Process and a focus on specific thinking skills through a structured literacy approach could cause a shift in reading....
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