Inquiry Evaluation 2021

  

Target group

T1

T2

T4 OTJ

Spelling

Vocabulary

Target learner 1

1P

1P

2P

Y1 - Y2

2P

Target learner 2

1B

1A

2P

Y1 - Y2

 

Target learner 3

1B

1P

1P

Y1 - Y2

 

Target learner 4

1P

2P

2P

Y2 - Y3

2P

Target learner 5 

1A

1A

2P

Y1 - Y3

2P

Target learner 6 

2P

1A

2A

Y1 - Y2

2A

Target learner 7

1B

1P

1A

Y1 - Y2

1A


As you can see in this table, all learners have made progress in their writing since term 1. However, the two highlighted in orange did not make any progress from term 2, to term 4. It is important to note that these 2 learners had low online attendance and one of these learners never returned to school in term 4. 


Spelling: 

I was pleased to observe in the learners writing books that all learners had made progress

in spelling. Some feedback from parents in our Digital Learning Converstaions in term 4

was that they appreciated having the spelling notebooks and spelling rules coming home as

it was something they could support with. I will definitely be continuing to use Liz Kane’s

‘The Code’ as a spelling programme next year. 


Vocabulary: 

I also noticed an increase in vocabulary in the learners writing books. Because of lockdown,

I was not teaching targeted vocabulary workshops as I had intended to. Instead I was

building vocabulary based on books from Epic or articles from Wonderopolis.

Could this have supported the building of vocabulary? How could I transfer this learning

to literacy learning when we are back at school full time? 


Success Criteria/feedback: 

When we returned to school, I was pleased to see learners still using the success criteria

to self assess their writing. This is definitely something I will continue to use next year a

long side the explicit teaching of giving and receiving feedback. 



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