This month, I am collecting work samples of target students' writing.
Hyperlink to: Individual Monitoring Documents
Four out of six students can now:
* Say a sentence and draw a picture plan
* Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds
* Three of the students are writing known high frequency words: the, to, Mum
* One student is now using spaces consistently, and writing middle and end sounds for most words (VF)
What has worked:
* Sharing info with home - so parents can do further practise with students
* Phonics practise and cards (songs, chants, games with parent help)
* Explicit modelling on finding start sound and using 'knowing words'
* Giving individual feedback to each child after writing
* Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students
* Holding a teacher focus group with one group per day, while others do publishing or writing experience. This allows for explicit modelling and prompting at children's points of need
Next steps for target students:
* Add spaces and a fullstop
* Add an extra sentence
* Develop phonics and / or handwriting strength
* Reread their work as they write
Next steps for my teaching:
* Continued phonics sessions - parent groups and whole class
* Questioning students to add an extra sentence
* Prompting students to re-read their work
* Modelled session on adding spaces
* Modelled session on re-reading and correcting our work
* Strategic seating for those children who need help with focus
* Sharing and celebrating student work - in modelled writing next day with a teaching focus; with parents by email; with feedback to the child; publishing; sharing on our blog
Hyperlink to: Individual Monitoring Documents
Four out of six students can now:
* Say a sentence and draw a picture plan
* Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds
* Three of the students are writing known high frequency words: the, to, Mum
* One student is now using spaces consistently, and writing middle and end sounds for most words (VF)
What has worked:
* Sharing info with home - so parents can do further practise with students
* Phonics practise and cards (songs, chants, games with parent help)
* Explicit modelling on finding start sound and using 'knowing words'
* Giving individual feedback to each child after writing
* Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students
* Holding a teacher focus group with one group per day, while others do publishing or writing experience. This allows for explicit modelling and prompting at children's points of need
Next steps for target students:
* Add spaces and a fullstop
* Add an extra sentence
* Develop phonics and / or handwriting strength
* Reread their work as they write
Next steps for my teaching:
* Continued phonics sessions - parent groups and whole class
* Questioning students to add an extra sentence
* Prompting students to re-read their work
* Modelled session on adding spaces
* Modelled session on re-reading and correcting our work
* Strategic seating for those children who need help with focus
* Sharing and celebrating student work - in modelled writing next day with a teaching focus; with parents by email; with feedback to the child; publishing; sharing on our blog
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