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Wonderings:
PTC
PTC4,
4,66
participate
responsively
in
participate responsively inprofessional
professionallearning
learning
opportunities
within
the
learning
opportunities within the learningcommunity
community
through
throughtheir
theirplanning
planningand
andteaching,
teaching,demonstrate
demonstratetheir
their
knowledge
and
understanding
of
relevant
knowledge and understanding of relevantcontent,
content,
disciplines
disciplinesand
andcurriculum
curriculumdocuments
documents
PTC4,
PTC4,12
12
Evidence
of
This
demonstrates
my
commitment
This demonstrates my commitmentto
toinitiate
initiatelearning
learning
opportunities
opportunitiesto
toadvance
advancepersonal
personalprofessional
professionalknowledge
knowledgeand
and
skills
and
skills and
systematically
systematicallyand
andcritically
criticallyengaging
engagingwith
withevidence
evidenceand
and
professional
literature
to
refect
on
and
refine
professional literature to refect on and refine my
mypractice
practice
Resources used:
Joy Allcock Switch onto Spelling instructional techniques and strategies
Jolly Phonics- letter/ sound links practise
Measured Mom- practice games related directly to the instruction
Previous knowledge gained form my ALL Writing Inquiry 2014
Support sourced from Sharon Merry RTLB Lit
PTC
PTC6,7
6,7
demonstrate
demonstrateeffective
effective
management
managementof
ofthe
thelearning
learning
setting
settingwhich
whichincorporates
incorporates
successful
successfulstrategies
strategiesto
to
engage
and
motivate
engage and motivatekonga
konga
PTC
The Inquiry!
Term One implemented Jolly Phonics to build letter sound links
Created a wall of words- to copy and use in writing- providing a
correct model builds memory for text in readers and writers
Developed writing word banks- to build writing fuency and memory
for high frequency words
Essential word lists in home books for parents to assist children to
learn these.
PTC
PTC11
11
IIfostered
involvement
fostered involvementof
ofwhnau
whnauin
inthe
the
collection
and
use
of
information
about
collection and use of information aboutthe
the
learning
learningof
ofkonga
konga
Baseline data!
I selected the pseudo word test to determine letter / sound links for the
inquiry of all students- Joy Alcock
I tested the prior knowledge of Essential Word Lists of all students because
these are referred to in the National Standards- Learning Media
UWS were taken across the class to determine what students could do
without teacher support
DECISION: In order to meet the needs of my students I elected to apply my
inquiry to all the students in the class I needed to incorporate all the learners
into the inquiry and report on the selected students. A factor in this decision
was that I needed to keep my teacher aid time for reading because I firmly
believe that reading levels impact on writing ability. PTC
PTC11,12
11,12
IIneeded
neededto
toanalyse
analyseand
andappropriately
appropriatelyuse
use
assessment
information,
assessment information,which
whichhas
hasbeen
been
gathered
gatheredformally
formallyand
andinformally
informallyand
and
use
critical
inquiry
and
problem-solving
use critical inquiry and problem-solving
effectively
effectivelyin
intheir
theirprofessional
professionalpractice
practice
PTC
PTC11
11
analyse
assessment
information
analyse assessment informationto
toidentify
identifyprogress
progressand
and
ongoing
learning
needs
of
konga
ongoing learning needs of konga
The actions
All students were assessed and the data recorded
All students were taught how to use the word mats in the classroom
revisited from Term 1
All students were taught the difference between letters and words/
sentences and long and short vowel sounds.
All students were encouraged to use word associations to assist spelling
e.g. if I can spell bat then I can spell hat, fat, mat, sat and cat.
Word building and blends were also explicitly taught during guided
reading sessions appropriate to the text level of the book.
Writing apps for HFW, story sentences, silly sentences , cut up sentences,
word ladders and practice opportunities for spelling were part of the
reading tumble as well as reading practice.
The Inquiry!
Term 2
Sourced word matching bingo games around short and long vowel
sounds and spelling patterns
ROAD BLOCK- Children not used to managing learning using games
Solution- DAT s around sharing, turn taking and respect for
equipment.
U-TURN: Laminated cards with high frequency words practice and
word ladders from a RTLB Lit friend.
ROAD BLOCK: Children not used to using tumble boards
PTC
PTC99
modify
teaching
modify teachingapproaches
approachesto
to
address
the
needs
address the needsof
ofindividuals
individuals
and
andgroups
groupsof
of
konga
konga
The Inquiry!
U_TURN: Explicitly teach children how to manage materials and equipment
independently
ROAD BLOCK: developing a time frame allowing for the management of
learners with high needs.
U-TURN: Enjoyment of games were made difficult due to the childrens
reading age and stage. So focus on accelerating progress in reading, teaching
word families and word building skills and link to spelling through imaging.
With all the management skills in place it was time to collect baseline data for
the inquiry.
PTC
PTC12
12
IIused
critical
inquiry
used critical inquiryand
andproblemproblemsolving
effectively
in
my
solving effectively in myprofessional
professional
practice
practice
The Inquiry!
Term 3:
Re established routines quickly now and introduced a tumble
board for spelling groups .
Set activities up the night before as we only had a 20 minute
window of time to get through two teaching groups per day. Busy!
Continue to make explicit links between reading the word and
imaging the word to assist children toward correct spelling.
At the end of Week 5 retest children based on Essential Word List
and Pseudo Word list to establish performance over the inquiry.
PTC
PTC 99
select
teaching
approaches,
select teaching approaches,resources,
resources,technologies
technologies
and
learning
and
assessment
and learning and assessmentactivities
activitiesthat
thatare
are
inclusive
and
effective
for
diverse
konga
inclusive and effective for diverse konga
PTC
PTC 11
11
communicate
assessment
communicate assessmentand
andachievement
achievementinformation
information
to
relevant
members
of
the
to relevant members of thelearning
learningcommunity
community
PTC
PTC6,
6,11
11
articulate
clearly
the
aims
articulate clearly the aimsof
oftheir
theirteaching,
teaching,give
give
sound
professional
reasons
for
adopting
sound professional reasons for adoptingthese
these
aims,
aims,and
andimplement
implementthem
themin
intheir
theirpractice
practice
analyse
assessment
information
to
analyse assessment information torefect
refecton
onand
and
evaluate
the
effectiveness
of
the
teaching
evaluate the effectiveness of the teaching
May
WL
May
EWL
August
WL
August
EWL
Child 1
Year 2
Below
39
At
88
Child 2
Year 2
Below
26
At
53
Child 3
Year 2
At
34
At
66
Child 4
Year 2
Atfragile
31
At secure 52
Child 5
Year 1
At- low
14
At secure 34
Child 6
Year 1
At
49
Above
96
Recommendations:
I believe this intervention could be applied across the school with adaption for
differing levels of the curriculum.
Develop a school wide spelling programme that meets the needs of most students
Develop similar routines across the school in order to ease children into new
classrooms (research shows that children can loose up to 3 months of instruction
settling into a new teacher and classroom). This is especially relevant to our high
needs and highly dependent learners.
Share my decisions and concerns with the leadership team and work with them to
create a functional spelling programme/s for school wide use that feed into each
other to reduce the fall off in spelling instruction when students change rooms.
For example: Jolly phonics vs Early Words. Should we be using one or the other?
Will having two similar but different programmes confuse students? How much has
the school invested in resources and knowledge that will be lost?
PTC
PTC88
assist
konga
assist kongato
tothink
thinkcritically
critically
about
information
and
about information andideas
ideasand
andto
to
refect
on
their
learning
refect on their learning
Students voice:
Parent voice: Initially wondered why home spelling was not part of
formal homework. Delighted with her childs progress.
PTC
PTC11
11
foster
involvement
of
whnau
foster involvement of whnauin
inthe
thecollection
collectionand
and
use
of
information
about
the
learning
use of information about the learningof
ofkonga
konga
Barriers identified:
Target students regular absence from school.
Timetabling constraints- very narrow window of time to implement the
learning 25 mins
Parent interruptions to the programme by lateness to class, needing
assistance between 8.55am and 9.10am.
No specific budget for the photocopying of resources to assist the
Inquiry.
My own absence from class due to leadership professional
development and bereavement.
PTC
PTC11
11
analyse
assessment
analyse assessmentinformation
informationto
torefect
refecton
on
and
evaluate
the
effectiveness
of
the
and evaluate the effectiveness of theteaching
teaching
Post intervention
observations:
Reflections
In the last few weeks of the term the children have fully engaged with the
tumble-board activities now and I shall keep this up, as it is becoming a
normal routine in the class.
My thoughts for next year will be to introduce it earlier perhaps the second
half of the first term.
Junior children need longer time to adjust to tumble boards and need time to
settle into the routines required.
After taking the UWS it is clear to me that the spelling approximations and
level of transfer of correct use of HFW is beginning to take place August
2015
Do we need to have a common use of a spelling programmes across the
school to minimise the drop off effect that occurs between different teaching
programmes?