Evaluate Impact and Re Evaluate Plan Term 2

 

My Inquiry Question:

Will having a Strucutred Literacy focus in Instructional Reading , handwrtitng and Writing time help assist our learners with high learning needs show growth in attitiude, engagment, and data results.Feedback, changes to ideas and resources to help me implement:

I have been doing some great reading by professionals around structured Literacy. One particular source (Dyslexia Evidence based) really unpacks my journey well…

Learning the code: This means developing the ability to decode and encode written forms of language. The focus is on the conventions of written language and the skills required to read and write letters, words and text. ‘Cracking the code’ is an exciting intellectual challenge for learners.

Making meaning: This involves developing and using knowledge, strategies, and awareness in order to get and convey meaning when reading or writing.

Thinking critically: This involves responding to texts at a personal level, reflecting on them, and finding reward in being a reader and a writer. ”

I connected to these statements in regards to what I am delivering and how I am delivering. This is great for talking to my student teacher aswell. To get that flow on effect with our teaching and expectations.

Feedback:

Jo- Reading Recovery interventions but these children are no where near the ambulance at the bottom now

ZP onto RR - hitting at level 9    Kyrah onto RtLit roll hitting at Set 3

Jo RtLit:  Looks great!  Can see the results in her RTLIT children (though this is  also a huge thank you to Jane). The book mark and delivery is condensing planning for RtLit students. Really liked the book mark idea for decoding and encoding. Loved that everything was connected from reading to spelling and writing. 

SL in my class allows everyone to follow the reading lesson- same for everyone!

My questions to her was about CVC to CVCC and what happens if they don't get it and are on the second round - go to PPlus... This is a work on over next few weeks.

UPDATE.... So I did do this and took a risk in using the PP of which i am not a fan...but blow me down THEY READ FLUENTLY AND SC. So how cool to have 3 book types for our tamariki to practice with :-) I still prefer Sunshine however it shows the skills are transferable and still provides scaffold and meaning!

Heart words working well for all students, notice the lowest of the low are still retaining the dittis and FAST words FAST expectations. Always having high expectations connected to take a risk learning! I made this resource to match the Sunshine sets so I have them on hand for Instructional teaching. I want them to become part of the Independent activities also.

Sound swap is still tricky for set 1/2 group to write and articulate. So have typed up the CVC, CVCC, CVCCC sounds swaps for all kids using Sunsine planning. this is taking ages but I'll get there.  This is just so crucial for writing and reading links as well as oral language

Zap it tap it map it in book box with last week's instructional books. This has taken time to teach but is worthwhile. I love seeing the children sit with their book and practise those words then run up and show me!

Again more reading around my programme delivery…Lifting Literacy Aoteroa

To be a successful reader, you need to not only decode the words in front of you, but also to make meaning from what you are reading. Phonics, comprehension, vocabulary and fluency are all key areas of competency that successful readers need to draw on to decode and make meaning when they are reading.

All of these key areas can and should be addressed when teachers are working with children either on a decodable or predictable text. At the back of all the Sunshine decodable books there is a lesson overview that includes comprehension and the full range of reading skills, all of which are explored in greater detail in the Teachers’ Books.

I have started to incorporate the create tasks using mind maps for all students (Venn, double bubble, blooms reinvent, De bono's hats) this is being used in Big book time and them in reading time. Taking AGES to install into the day to day running. But they are getting there and will get there.

   

Writing and spelling is blended together. Again HUGE workload to set up with cards, MB and 4 different groups but with the grouping and working spaces then I hope I will see the children working together to remember the challenge   Heaps of Carol Duwack saying here--- I will… I am...I CAN " I will write in perfect sentences   I MUST HAVE said  and the heart words  I must have a at fast words etc

Handwriting is still strongly emphasis too. I love hearing the phrases we are using in HW in writing and reading time “Tall stick, short stick”. I feel that have this very structured delivery is allowing students to gain memory- working memory of their letter formation and fine motor skills.

Here we use SGG within reading...why not??

Children aren't getting mad when we say is that perfect...they admit no and they rub it our and do out perfectly! In the photo below this young girl was conferencing with me... I asked is that p perfect? I love the shape of it but have a think of where it sits on the Sky, grass , ground? Such a wicked self reflective un-stressful conversation around formative assessment

Week 7 will be assessment week so the proof will be in the PA and Reading Accuracy testing.