Southampton 2nd final draft 23.02.2021

JL
by Jessica Luddington5 views·Updated Feb 23, 2021
Re-use contentCreate your own

Audio TranscriptAuto-generated

  1. I am going to speak today about Reading Project, which
  2. I designed the school that I worked at last year.
  3. I will begin by outlining the rationale behind our project.
  4. On discuss the research we first looked up.
  5. I will then explain how we develop the project and
  6. then adapted during school closures.
  7. Finally, I would discuss our project results on our reflections.
  8. The Russian Alfa Our project came from meeting with myself
  9. the epi on the head teacher.
  10. The head teacher identified readings a priority.
  11. We examined pupils tracking data and found the in year
  12. for over a quarter of pupils were performing significantly below
  13. age related expectations.
  14. In reading, the school did have one toe on reading
  15. interventions in place.
  16. However, we recognize that this level of need we needed
  17. toe work more systemically.
  18. We needed to implement a larger scale, evidence based intervention
  19. to support these struggling readers.
  20. Myself and the EP have both watched dyslexia debate on.
  21. We also believe that all struggling readers, regardless of reverence
  22. they had a diagnosis of dyslexia, should have access to
  23. a well founded intervention.
  24. We were very inspired by listening to Jonathon Solid to
  25. speak about his work on the theory of optimal instruction.
  26. The theory Opto instruction argues that when teaching reading, we
  27. want to teach pupils the smallest amount of reading skills
  28. that have the highest utility.
  29. As our pupils were already in year four, we felt
  30. this may be the most appropriate intervention for them.
  31. I therefore contact Jonathan salty myself to find out more
  32. about the structure of teaching sessions so we could begin
  33. designing our daily intervention.
  34. We began our project by running whole school training to
  35. enable all staff to support the needs of struggling readers.
  36. Following this, a focus group of teachers and Tia's were
  37. trained on the daily intervention and how together extensive baseline
  38. data. I provided ongoing support and he should fidelity to
  39. the intervention through providing ongoing training opportunities, learning walks on
  40. pier supervision, our intervention for the same structure.
  41. Each day I shown on this slide.
  42. Peoples were first talk, high frequency words on then phonics
  43. skills and then they applied these skills impaired reading a
  44. record of pupils.
  45. Progress was kept each day to ensure equal continually adjusting
  46. the teaching in response to pupils learning, we held parent
  47. workshops to empower parents support their child's reading at home
  48. to improve home school partnerships and to listen to parents
  49. voice from listening to parents at the workshops.
  50. We designed further training for all parents on paired reading
  51. during the summer term.
  52. When the school was shut, the majority of pupils we
  53. developed sessions to be delivered online.
  54. Parents received online guidance as well about how they could
  55. deliver the project at home.
  56. We also recognize that during this period people needed to
  57. be supported to become more independent learners.
  58. I therefore examine the guidance report on how best to
  59. support pupil to learn remotely to develop sessions to enable
  60. pupils to plan, monitor and evaluate their own learning.
  61. One way we did this was through, including structure reflections
  62. within sessions as shown on this side.
  63. Pupils first mark their progress using scaling on, then reflect
  64. on which strategies had enabled them to improve.
  65. We then gave people some feedback and encourage them to
  66. think about what they could do.
  67. Even better.
  68. Despite the disruptions caused by school closures, pupils made excellent
  69. progress. Pupils, made between six months to a year, is
  70. progress for their reading.
  71. Fluency on the slightest example of the progress born people
  72. made pupils also reported really enjoying the sessions on.
  73. Parents were delighted with the progress that their Children had
  74. made. Upon reflecting on the project with the school and
  75. thinking about how we could further improve it, we first
  76. recognized that there was a group of pupils who have
  77. not had the same access to the virtual sessions.
  78. We therefore designed to catch up program for these pupils
  79. once they return to school in September.
  80. Secondly, the school are very concerned that pupils reading progress
  81. may have been exacerbated due to the school closures.
  82. We therefore decided to run the project across several year
  83. groups and to extend it to another school in the
  84. trust. We also wanted to support pupil to reading comprehension.
  85. We therefore around reciprocal reading groups with pupils.
  86. Once they could read fluently, we trained all staff on
  87. reciprocal reading so they could include it within guided reading
  88. sessions. Finally, the school raise concerns about parents own literacy
  89. needs many of those parents.
  90. The school also struggled, reading and writing.
  91. I am therefore working for school.
  92. The moment plan how we can best support parents literacy
  93. needs both within the school to re sources within.
  94. The resource is in the wider community.
  95. I really enjoyed running this project and observing the impact
  96. had on the pupils, their families and the staff of
  97. the school.
  98. I hope you enjoyed my presentation today on Thank you
  99. for watching.