Full Presentation Goal: for 70% of each year group to be at standard by end of the year. Teams to review data, and further inquire into students achieving below the standard (e.g. look at what is being achieved/areas of challenge using e-asTTle). Then, decide some actions to target those students and their progress. What are we currently doing? Ability groups Target Hero unachieved goals - repetition & continuous revision Rapid Routines Pattern recognition Explicit teaching of strategies Practice of strategies taught Action Steps: What are we going to do? (Next Steps) Keep focusing on regular revision & repetition Keep checking in to see if they are picking up the strategies - continual assessment Post-tests after strategies taught Materials - place value blocks and money
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Log in here: https://e-asttle.education.govt.nz/SCWeb/ Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed. The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.
Quick Notes & Overview Staff presentation Reports due out week 9 Assessment & reporting schedule and guidelines Transition note (disclaimer) for Poppy, Lily-Ann, Louis, Vinnie ?? If a goal has been highlighted that the child isn't demonstrating , don't unclick it, just note it and make a point of teaching it When entering data, use the stage/level children are working in Next steps: two goals in each curriculum area Address the report to the child General comment: 750 word limit Finish by week 7, buddy check week 8. Literacy goals and Maths Number and Algebra - must be completed by Monday 20 June 9am. Past Reports Access using the timewarp icon - see the presentation (linked above) Report writing tips Write to the child. Other tips are in this document Sections that need to be filled in HERO literacy goals - reading & writing HERO Maths goals - Maths and if covered, geometry, measurement, statistics Learning in … Post - this p...
Stages of Inquiry ( Spirals of Inquiry ) Scanning Focusing Developing a Hunch New Learning-and Reflecting on our Action Checking Term 3, Week 1-3, 2020 Scanning & Focusing Our team is working together to establish an engaging and varied maths programme for our students, which combines the following elements: * Concept * Inquiry * Warm-up * Independent tasks (informed by Rob Proffitt-White - see slide 6 ) We reflected and discussed maths learning at length as a whole team and began our Team Inquiry . Within this, we have formed teaching partnerships with one other, so we can focus more closely on each individual student. Amber and Lisa began co-planning and teaching, and then shared their planning process with the team in Term 3, week 3. Katie, my teaching partner and I, have developed our own similar plan, using their basis. Term 3, Week 4-6, 2020 Developing a Hunch Katie and I are working together, and collaboratively planning maths for all our students. We decided to meet f...
Workshop Notes - Literacy Administering the Observation Survey (Marie Clay) Text: An Observation Survey of Early Literacy Achievement COMPLETE IN ONE SITTING WORK IN THIS ORDER OF TESTS Generally, allow a 3 second wait time before moving on. No teaching or prompting, e.g. even if a child says 1 or stick for l. This is an assessment . No commenting. Think conservatively with all tests e.g. use the lowest stanine Keep comments very brief. Ways to improve my teaching Shared book: Talk about capital letters, lower case, question marks etc. Ask, “What is this?” Where is the start of the sentence? The end of the sentence? Where do I start reading? Where do I go now (at end of line etc)? Where is the first word, last word? etc Fast word Friday (and daily for LR, IS) – see page 112. Big Book: Say a word and ask, “What is the first sound?” “What is the last sound?” Prompts – self-monitor; monitor/check (e.g. re-read); search for inform...
Purposes for this session: I mprove understanding of the expectation for the children we teach at all levels of the school. A clear understanding of the process we follow schoolwide when assessing whether our children are meeting the National Standard in writing. Key Points: Consider a range of the child's work. Use the 3 resources to consider students' work...each resource gives different information/guidance. Ensure you moderate with team. Marking Resources: The National Standards Document The Writing Illustrations E-asTTle writing marking guide - attend to these features/traits when considering student work. d o n’t need to use this to “mark” or “remark” a piece of writing.
Literacy Processing is how the brain works with the text to get a message (reading) or create a message (writing). Reading recovery children will need to go through every level. Able - very able readers may move through the colours (i.e. may not spend long on each level) The workshop leader suggests that the book going home is not a guided book; it should be a phrased, fluent book (even if from browsing book). The take home book should be enjoyable and not labour intensive. Green level: teach chunking.... a much more effective strategy than sounding out. Other strategies to teach: * Self-correct * Notice errors * Monitor or checking * Search for information * Find the information (e.g. look for a cue in picture and finding it) * Use the information * Self-correcting * Cross checking Taking running records: * Text must have been seen and taught (guided text) * Record on Marie Clay Running Record Sheet * Include on form: the level, the...
] Linda & Sarah operate the Forest School in Auckland Interesting links and readings: Kimberley Crisp Play Pod UK Loose Parts & Learning example Decline in Play & the Rise in Child Mental Health Issues WHY is play based learning important? * Play allows for imagination and higher order thinking; as well as social skills and learning skills development (Key Competencies) * Play allows children to be curious, to follow their own URGE and then have a reason/purpose for learning * Improves inclusion * Time for child led play has been reduced since the 1980s with the advent of National Standards, increased parent work hours, television and internet / computers. The reduction of play correlates with a reduction in oral language skills in children, and a HUGE increase in mental health issues. * The weaker the oral language of students, the lower the achievement....if we can increase oral language through pla...
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 ...