Term 1 Unit Evaluations

I enjoyed reflecting on term 1 teaching and learning with my hub colleague. Together, we discussed challenges and successes, and developed strategies for progressing in term 2. 

Reading Unit Evaluation

Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes, running records & reading wedge graphs): Are the students engaged and progressing? How do you know? *Students have learnt and demonstrate core reading routines (looking after folders, coming to teaching table, undertaking reading activity stations) * Assessment shows many students are improving letter-sound knowledge, high frequency word knowledge and moving up reading levels * Participation in shared book * Celebrating success by sharing what they are practicing at home. What resources are we using/adapting? Big books Take home reading books Reading logs Rowe’s shared games: roll a word Effective Literacy Practice Phonics games High frequency word games Animal strategy cards What extra resources would enhance learning? Ipads! Sunshine Online What evidence are we collecting? Is there a smarter way to do this? Rowe’s assessments (Mutukaroa) have been wonderful. Shared googledoc What next for Term 2? *Agreed strict times with collaborative writing time *Shared reading across two rooms next term, with shared/agreed focus * Use iPads *Discuss and agree assessment process (who, how it is tracked) *Working listening posts Target students & what is in place for them: *Literacy Leader (Rowe) to plan for and teach target reading groups *Roving teacher to run focused activities (phonics, high frequency words) with target children after we settle in *Utilise parent help and parent help box (set up with key activities for target students) Possibly using https://docs.google.com/document/d/18xFIT-S550wMzAMIbvJWgp4DW3wb6V3bSBuUEfHPu6g/edit Students requiring extension & what is in place for them: *Use roving teacher to extend * Targeted reading groups & target activities

Writing Unit Evaluation

Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes, chns writing books, on individuals I can sheet): Are the students engaged and progressing? How do you know? * Students have entered school with a variety of skills and they are all progressing at their individual pace. * Students have had some choice in what they write about which is very clear that they are engaged with recording their ideas. Other students with very little writing skills have been provided with a scaffold which has supported them to feel success and also supported them to see themselves as a writer. *We are tracking progress using writing progress indicators against an independent sample of writing. *Sharing stories in our book shelf and displayed on walls. What resources are we using/adapting? * We are using ‘I can, I like, I play’ starters to get some children started. * We are using ‘ I can sheets’ to track individual student achievement. * We are using a success criteria that we have developed from our professional development with Murray Gadd. What extra resources would enhance learning? *Using ipads to record written or oral stories. What evidence are we collecting? Is there a smarter way to do this? *We are using writing progress indicators assess childrens work and have rich professional discussions about students learning and where this is going. Is there anyone you want to observe? When will you do this? *It would be great to observe other teachers in our team and in team Kahikatea to ensure that we have some consistency at our school. What next for Term 2? *Use sentence starters with target group only.     *Include sharing what we have learnt at the end of a session (link this with I can sheets). *Group children on a needs basis and do target teaching groups for the whole class (this could look like mini work shops . Target students & what is in place for them: *Seeing the teacher each day.   *Individual letter card resources attached to books.  *Fast words. *Recording Silly sentences. Students requiring extension & what is in place for them: *More capable writers will be sent to tables first to give them time to scaffold their ideas independently. *Writers who need the scaffolding will be expected to share their idea with a peers then again with the teacher before leaving to start their writing.  Diary writing? *Sharing learning and success with the class.

Maths Unit Evaluation

Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes,JAM assessment, 1,2,3, sheets): Are the students engaged and progressing? How do you know? Students self-manage around maths stations (choice/flexi time) Students benefit from daily small group teaching time, with specific learning focus Assessment shows development for all students (1,2,3 numeracy sheets) What resources are we using/adapting? 1,2,3 sheets (assessment) Teacher-made resources Teaching resources (hard copy) Internet sourced resources Lots of hands on activities - counters, number lines, number fans, games etc Movement e.g. stepping out and counting, clapping numbers/amounts etc JAM assessment What extra resources would enhance learning? Use ipads more Parent help? Look at how we can collaborate across three teachers/classes, once room 12 is settled What evidence are we collecting? Is there a smarter way to do this? What next for Term 2? *Continue with shared introduction - Char or Amanda run, while other teacher observes and learns new strategies, and roves/supports students *Use iPads? * Plenary session - share what we have learnt this session (Peer-Share; using thinking starters: I discovered, One thing I would like to do now is…./One thing I found hard…) Target students & what is in place for them: Target teaching time with specific activities related to point of need Resources - hands on materials, targeted worksheets (simplified) Students requiring extension & what is in place for them: Targeted group teaching with specific activities related to point of need

Wellbeing/Values/Circle Time Unit Evaluation

Term 1 reflection on We Care and We Get There Together Are the students engaged and progressing? How do you know? *Students could say what we care looks like by end of term - for materials, for ourselves, for each other e.g. I hang up my bag, I ask someone to play * Students beginning to understand and use circle time model for sharing thoughts and feelings What resources are we using/adapting? Bounce Back Circle Time professional learning (Michelle) What extra resources would enhance learning? Peer-share prior to coming to circle time Grouping across room 10-11 What evidence are we collecting? Is there a smarter way to do this? Observations What next for Term 2? ·                  Peer-share ·                  Explicit thinking / we love learning focus and key ideas ·                  Sessions collaboratively planned and will teach collaboratively as/when detailed https://docs.google.com/spreadsheets/d/1E35cVoYj_mPHvGkfQz6d4xRL45yOJRHcUGYsssL8tE4/edit#gid=0 Target students & what is in place for them: n/a