2. How does the use of co-constructed successcriteria in
Reading increase childrens ability toreflect and succeed?
3. My Target Students: My Students Needs:Whole Class in ability
basedReading groups.Tracking in detail Trots (low at)group and
Twits group (above)To know what they are learning in Reading,to
know how they can be successful, to beable to reflect on how they
are going andwhat they need to do next.How I will meet those needs
using effective teaching strategies?1.Get baseline data in the form
of last year's results and assessments taken in first
term,including PAT, e-AsTtle, Probe tests.2.Share assessment with
children and decide on group goals.3.For each WALHT chosen connect
the e-AsTtle objective to the goal from the
ReadingProgression.4.For each WALHT find a piece of professional
reading that will help me understandbetter how to explicitly teach
that objective.5.Teaching sessions - using Sheena Camerons
approach, where children are to co-constructthe success criteria
for each WALHT.6.Summative assessment and reflections from the
children. How do they think they arebetter at this skill now, are
they ready to try a different skill.7.Discuss at team level and use
for Coaching sessions to allow for sharing of what hasworked
etc.
4. What has changed?I am making better use of the modelling
book to support childrenslearning and to help them reflect and set
next learning steps.
5. What has changed?I am making better use of themodelling book
to supportchildrens learning and to helpthem reflect and set
nextlearning steps.
6. What has changed?I am making better use of the modelling
book to support childrenslearning and to help them reflect and set
next learning steps.
7. What has changed? The children are more able to talk about
the skills theyare using in Reading not just the contextBEFORE
(this group was learning to scan)
8. What has changed? The children are more able to talk about
the skills theyare using in Reading not just the contextAFTER (the
group was now learning to infer)
9. What has changed? The children are more able to talk about
the skillsthey are using in Reading not just the contextBEFORE (the
group was learning to find information)
10. What has changed? The children are more able to talk about
the skillsthey are using in Reading not just the contextAFTER (the
group was now learning to infer)
11. What has changed? The children are more able to talk about
how successcriteria can help them with their reading.
12. What has changed?The Year 4 team have learned lots from
eachother in this curriculum area through thisInquiry. Team
meetingshttps://docs.google.com/a/redbeach.school.nz/document/d/1-uvhjA_mhTHwFPErzROl_xus9xlfvTVaAblVyiOXKAI/edit
Coachinghttps://docs.google.com/a/redbeach.school.nz/document/d/1F1wUp2wP_yQzTV9pu1LVdgzQ2zq7MWDjbJk0pWm0PoI/edit
Sharing resources Discussing professional readings
13. What has changed?Follow up activities aremore closely
related tothe WALHT and soreinforce andconsolidate the skillsbeing
learned
14. What has changed?READING INQUIRY DATA e-Asttle =
Processes,Strategies and IdeasTerm 1 Term 3 Term 1 Term 3BFG GROUP
(low at)ProbepassedProbepassed + / - e-Asttle e-Asttle + / -ENGMAN
Ruby Purple 2 8-9 years +3 2B 2P +1FAIRBAIRN Luka Gold
28.5-9.5years +2 2B 2P +1HOWARTH Samuel Gold 1 8-9 years +3 2B 2P
+1HUTTON Mika Orange 2 8-9 years +5 2B 2P +1WHITE Aston Gold 1 8-9
years +2 2B 2P +1WHITE-CHAMBERSFynn Gold 28.5-9.5years +2 2P 2A
+1
15. READING INQUIRY DATA e-Asttle = Processes and Strategies,
and IdeasTerm 1 Term 3 Term 1 Term 3TWITS GROUP (above) Probe
passed Probe passed + / - e-Asttle e-Asttle + / -ALLPRESS Lexi 8-9
years 9-10 years +2 3B 4A +5CULLEN Rico 8.5-9.5 years 9-10 years +1
2A 3A +3DENNEY J'me 8.5-9.5 years 9-10 years +1 3A 4A +3HOLLAND
Maia 8.5-9.5 years 9-10 years +1 4B 5B +3LOWDEN-HAYWARDKeana
8.5-9.5 years 9.5-10.5 years +2 3A 4B +1REYNOLDS Imogen 8.5-9.5
years 9.5-10.5 years +2 2P 4A +7INTERESTING FINDINGS: The low/at
group made more significant improvements in the Probe tests which
are moreclosely linked to the s.c. we have been learning about. The
above group made much more significant shifts in the e-AsTtle tests
potentiallyshowing they are more able to make connections across
different types of texts andbetween the reading skills.
16. What are my next steps? I am now going to get groups using
all the skillsthey have learned and working collaboratively
byintroducing Reciprocal Reading to the groups. Whilst the children
mostly know what they needto do better next time (i.e. finding the
key wordsin the question) they still find it difficult to findtheir
next learning goal on the progression (theydont know what they dont
know). I am going toget the children to set their goals from
theprogressions for next year to go on their reports.