Emma's Teaching as Inquiry

  6. Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence Learner Voice:  We have asked our target learners the following questions to see if they understand which Learning Process Thinking Skills they use in reading?  What do you do if you get stuck on a word when you are reading? Is there a thinking skill that can help you? (Notice/identify) How do you use these thinking skills or How do these help you?  What thinking skills help you to understand the books that you are reading? (What I know / summarise /infer /predict / evaluate ) How do you use these thinking skills or How do these help you? Below is the data we collected: Structured literacy data: We are using the Little Learners Love Literacy assessment tools to measure how our target group are progressing. Some common noticing's are that learners are...

5.  Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools. Learner voice T1 and T4 - this will give us an idea of what thinking skills the learners think help them with their reading. For this measure, we are interested in finding out whether they know which thinking skills to help them decode unknown words as well as their comprehension of texts they read.   Structured Literacy Assessment - For structured literacy, we are using the Little Learners Love Literacy assessment tool. We will assess the learners every 5-8 weeks to see if they are making shift Running record data - T1, T2, T3 and T4 - with the support of our amazing PLD facilitator, Jenny Thompson, we have discussed using running records as more of a formative assessment during our reading sessions with our target learners. During our term 1 data collection we are tryin...