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Accelerated learning in literacy

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on 26 November 2015

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Transcript of Accelerated learning in literacy

Accelerated learning in literacy
Sylvia Park School
Year 3 students

teaching as inquiry
Scanning
Selected target students based on student data.
What is going on for these learners?
Identified their strengths and needs.
Observed students to collect more information - in a classroom setting, in the playground, working with other children, playing sports and during art.
Focusing

Where am I going to focus my energy so I can change experiences and outcomes for these boys? Set goals: Gold level 21/22
Identified specific areas in reading I am going to target through my teacher inquiry question -
How can I excite, engage and motivate these boys in reading at school and beyond so that they become authentic readers who read for purpose and pleasure?
New Learning
Taking Action
Checking
impact of the intervention on student achievement
Professional Readings
Programmes for Students: Accelerating Learning in Literacy and Mathematics, Theory of Action, Feb 2015.
A framework for transforming learning in schools: Spiral of Inquiry by Helen Timperley, Linda Kaser and Judy Halbert.
Learning in the Fast Lane, Suzy Pepper Rollins, 2014.

How do I apply this new learning into my ALL teaching practice?
Set goals
Asked students: What types of of books do you like reading/do not like reading? Why is it important to be able to read? What do you not like about reading?
Student ownership: How do you best learn? (students came up with principles)
Made ALL their own special group: students named the group 'the super readers', open learning conversations, developed understanding of students' interests and applied this into learning e.g. what the boys are interested in reading, reading games
Hands on activities were used to engage and motivate students
Have I made enough difference?
Week 1
Week 15
These boys lack reading mileage.
These boys are not motivated or engaged in reading.
Students are not using reading strategies that they already know or do not know specific strategies at all.
These boys have limited vocabulary.
A few boys are still pointing word by word as they read.
These boys are well below curriculum reading standard.
Activated prior knowledge before/during and after reading a text and made connections to their prior knowledge.
Developed vocabulary - vocabulary tree, targeted vocabulary before, during and after reading text.
In class - knowledge, ALL - strategies
Parent voice - newsletter, 3 way conferences, before and after school conversations with parents.
Running records done in: week 1, week 5, week 10, week 15 to track and monitor progress.
Running record data shared with boys, discussed E/SC.
Challenges: Parent feedback, new and exciting activities that would keep these boys engaged.
4 out of 6 boys have a love for reading now and are reading their books at home every night.
All of the boys are engaged in learning tasks.
All of the boys know a variety of decoding strategies and are able to answer questions about what they have read.
New strategies/skills gained in reading- retelling, rereading for meaning, reading to the punctuation, asking questions, beginning to work out the meaning of new words, predicting, making connections and beginning to infer.
WEEK ONE:
T.A - Stanine 3/Level 11
J.L - Stanine 4/Level 9
E.E - Stanine 2/Level 9
K.C - Stanine 3/Level 9
S.T - Stanine 3/Level 11
A.A - Stanine 3/Level 11
WEEK FIFTEEN:
T.A - Stanine 4/Level 20
J.L - Stanine 5/Level 17
E.E - Stanine 3/Level 17
K.C - Stanine 3/Level 13
S.T - Stanine 5/Level 20
A.A - Stanine 5/Level 20
WEEK 15: All students have made a shift in their reading progress
Developing a Hunch
WEEK ONE Data:
T.A - Stanine 3/Level 11
J.L - Stanine 4/Level 9
E.E - Stanine 2/Level 9
K.C - Stanine 3/Level 9
S.T - Stanine 3/Level 11
A.A - Stanine 3/Level 11
These boys lack reading mileage.
They are not reading at home or beyond school.
These boys are not motivated or engaged in reading.
They are not using reading strategies that they already know, or do not know specific strategies at all.
These boys have limited vocabulary.
A few boys are still pointing word by word as they read.
These boys are well below curriculum reading standard.
They are all English Language Learners
What the data doesn't show...
These boys are more
confident!
Not just in their reading but in other curriculum activities, sharing, discussing, questioning etc.
They are all motivated and engaged in learning tasks.
Even though 4 out of 6 boys are reading at home everyday, 6 out of 6 boys are reading more than what they were prior to ALL.
They are transferring vocabulary/reading strategies into other curriculum areas e.g. T.A during inquiry
Students selected their own texts for the following week from resource room.
Students worked together as a group for activities - used each others skills and helped each other where needed.
They developed their oral language through lots of sharing opportunities about their reading/reading activity.
Student voice:
S.T - I like reading plays and performing them!
E.E - I learnt how to break a word into chunks and work out a new word, and retell what the story is about and to reread for clues if I don't know something.
T.A - I read my book at home everyday now and even by myself if my mum is busy.
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