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VIT Evidence of Professional Practice

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Rebecca Murray

on 23 October 2013

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Transcript of VIT Evidence of Professional Practice

VIT Evidence of Professional Practice

4 students commenced the year at reading level 9 or below (tested using Alpha Assess)
previously been in Reading Recovery (P-1); 1 student joined the group this year at the request of her concerned parent
running record analysis showed limited understanding of word blends and sound-letter relationships and thus a lot of reading errors tend to be visual
cautious readers, reluctant to have a go in fear of failure

Standard 1: Teachers know their students and how they learn
Grade 2
24 students
one student wears a hearing aid
one student with epilepsy
Integration Aide within the Year 2 level
open plan learning space
4-5 students who require extra attention in the area of numeracy and literacy
“How to cater for lower levels of literacy in a mixed ability classroom?”
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues, parents/ carers and the community
Discussions with Rita (Reading Recovery/ LLI)
Discussions with Mentor (Michelle)
Discussions with Mala (especially regarding using Colourful Semantics in reading and writing
Discussion with parents (as part of ILP/ Speech appointments, Parent/Teacher Interviews or general discussions before/after school)
Professional readings (including university materials,e.g those used in other literacy interventions as part of masters course)
Standard 2: Teachers know the content and how to teach it.
Standard 3: Teachers plan for and implement effective teaching and learning
Prior to implementation
What knowledge and skills do students need? - determined by
What knowledge and skills do I need? - teaching capabilities
What professional knowledge do I need to enhance my skills for this intervention? - readings, research, discussions with colleagues
Term 1: Testing – Diagnostics used
Alpha Assess Running Records
Marie Clay Observations Survey (ROL, Letter ID, CAP and HRSW)
Reevaluate action plan based on results

Standard 2: Teachers know the content and how to teach it.
Standard 3: Teachers plan for and implement effective teaching and learning
Commence learning experiences (LLI Program) –
Follow sequence of lessons according to script (Reread familiar text, word work or sentence dictation component, orientation of a new text, testing every odd lesson number)
Writing support during the writing hour (introduce colourful semantics program, use the flash cards as a reminder during writing time, supported by Integration Aide)
Re-evaluate action plan based on student progress

Post testing –
Alpha Assess Running Records
Analysis of cues used when reading - meaning, syntax, visual
Provide recommendations for continuation of intervention and what needs to be changed or adapted to meet students current needs
Standard 2: Teachers know the content and how to teach it.
Standard 3: Teachers plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments

Requires SMART Goals
Goal: stretch students to read more complex texts with accuracy, fluency and comprehension and consequently this will strengthen their writing skills
Pretesting: Term 1-2 (formal tests and anecdotal notes)
Commence LLI in mid-Term 2
Evaluate end of Term 3

The follow-up of texts throughout the program means students read the same texts multiple times (consistency).
In the classroom they receive a full orientation into the text,
at home they receive parent support to decode and the following day,
they re-read the text at school, now with an expert understanding of
the content.
It is expected that not only will their reading levels have improved, but also the reading strategies they use to decode unfamiliar words.

They will have a better understanding of words and how they work and through the word work component of the program, will have improved their spelling of familiar words and increased their bank of words

If students show they are developing beyond the expected outcomes, assessment through the form of running records will provide a guide to indicate if they are reading the appropriate LLI Letter series. If students show they are falling behind, similarly, running records will indicate this and the teacher can move through the series at a slower rate.
At the end of the intervention:
Standard 5: Assess, provide feedback and report on student learning

At this point, students appear more confident with their own attempts at reading.

Initial anecdotal records shows students were easily distracted and doubting their own attempts at reading. Students relied heavily on visual information, looking at pictures in the text to try and make meaning of unfamiliar words. Now, meaning and syntax are used more often by some students.

Students more able to make text-to-text connections

Students’ within text meaning has improved throughout this program.

Repeated readings of a text mean that students develop a better understanding of what the text is about and they are able to articulate
the key understandings by summarising the main idea of a text and
they can retell a story in sequence.
Standard 5: Assess, provide feedback and report on student learning

An area of future focus is beyond text meaning and ensuring some students continue to read for meaning, rather than just on a word-by-word basis.
This will assist students to become more aware of making inferences and drawing conclusions.
Students have developed their own ability to work and read independently, in both reading and writing.
One of the downfalls of the LLI program is that it is printed in America and some of the language and topics are foreign to these children for example, location names such as The Sonoran Desert and animals such as beavers.
Some information texts are often quite difficult. The words and sentence structure are a lot more complex than those used in the narratives.
Possible extension: Use elements of the LLI program in a less scripted manner with other
reading groups
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