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VIT Project for Full Registration

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Madeline Gillett

on 15 October 2014

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Transcript of VIT Project for Full Registration

VIT Project for Full Registration
The Students
Student V
When it comes to writing Student V lacks some confidence in her ability. She always approaches learning tasks with positivity but is sometimes reluctant to share her writing with others for fear of being incorrect. Student V responds to having a very clear structure to follow for different writing genres.

Student V spells many frequently used words correctly and can record the dominant sounds in unknown words. She is working towards using her upper and lower case letters appropriately and using full stops to separate her ideas.

Student H
Student H is an energetic student who loves to incorporate his own interests into his learning. He is eager to share his experiences in his recounts but is sometimes a reluctant writer when it comes to following the structure of a new genre.

Student H is able to work at his desk independently but is easily distracted by those around him and loses focus on the task when the classroom becomes noisy. He requires frequent breaks during writing time to refocus.

Student H has not yet demonstrated an ability to use full stops or lower and upper-case letters appropriately and his writing could be improved by using more describing words.

Student H is encouraged to produce more writing in the allocated time frames.
Student I
Student I sometimes finds writing an onerous task. When presented with a new writing activity, it often takes him a long time to put his ideas down on paper.

Student I has a passion for reading and confidently reads at a level 28 which is above standard for his year level. He enjoys reading to the class, particularly when books contain entertaining descriptions of characters.

He is usually able to follow the structure of different genres of writing, make suitable language choices and use fullstops successfully. Student I's writing samples indicate that he uses little descriptive language and finds difficulty in using upper and lower case letters appropriately.
Student X
Student X has an excellent attitude towards his learning. Student X is diagnosed with Inattentive ADHD which sometimes makes it difficult for him to focus on the task at hand. He is on an Individual Learning Plan (ILP) to optimise his learning and support him in achieving success.

Student X requires clear and explicit instructions for classroom routines and tasks. He benefits from opportunities to express his ideas before writing them down and benefits from regular monitoring to support him in rereading his work.

Student X enjoys writing time and has a fantastic imagination which he loves to apply to creative writing pieces. The legibility of his handwriting has improved over the course of the year, yet he is often unable to read it back due to poor letter formation. Student X always attempts to spell unfamiliar words but requires further consolidation of short vowel to improve his accuracy.

Student R
Student R is a confident learner who approaches most literacy tasks with independence. She reads at an Instructional level 22 and as a writer is able to record her ideas independently while following the structure of different text types.

Student R is able to spell most frequently used words accurately and makes good attempts at spelling more difficult words. She is still developing the ability to use all upper and lower case letters correctly and write her letters correctly on the lines. Student R has also demonstrated an ability to use some basic punctuation in her writing, such as full stops and exclamation marks.

Student R would benefit from learning more about alternative and interesting word choices to make her writing more engaging.
How can I support my students to be independent and engaged writers?

Professional Conversations with MC and MC
Observing the practice of others
Year: Prep/One
Number of students: 24
Within the class the learning needs and interests are diverse. Being a prep/one class, there is a broad range of abilities in relation to writing. From observation and the assessment of writing pieces, the range in learning is clear with some students listening for and recording the dominant sounds in words and others constructing a range of genres and demonstrating beginning editing skills.

Whilst the students' writing has improved and continues to do so over the course of the year, I have considered how I can transform their mindsets so that writing time is not seen as a 'chore' and instead an engaging and enjoyable learning task. It is my goal to provide the students with some of the literacy skills required to independently produce an interesting and creative piece of writing, beginning with sentence-level grammar and punctuation.

There are a small number of students who have undergone literacy intervention programs to support their learning and they sometimes benefit more from one-on-one instruction. Additionally, one child has diagnosed Inattentive ADHD for which is managed both at home and at school.
I have chosen five grade one children to focus on for this project.

Standard 1.1
Evaluation of Student Learning
The Action Plan
Professional Learning
Mentor Feedback
Standard 1.2, 6.2, 6.3, 6.4
Standard 1.5, 3.6, 4.3, 6.3
Student I
Student I achieved all of the unit learning outcomes in his final, creative piece of writing. It is clear that when given the opportunity to apply his interests to his writing, he is able to produce more writing.

Student I demonstrated a strong understanding of nouns, adjectives and verbs which is evident in the grammar worksheet as he was able to circle most of the correct words in each sentence.

He was able to independently use and identify some of the adjectives, nouns and verbs in his writing piece and with assistance was able to add in more. Student I used basic punctuation correctly and made attempts at underlining unknown words and finding the correct spelling by himself.

In the future, Student I will be encouraged to continue using new and interesting vocabulary in his writing and practise his letter formation to assist him in accurately rereading his work.
Student R
Student V
Student X
Student H
Mentor Visits
Dates Visited: 5/8 & 20/8
This learning and teaching sequence has been invaluable to my professional learning. When establishing my inquiry question I had to consider why writing was an area I wasn't confident in teaching due to the diverse learning needs. In order to create a quality action plan, I had to determine what it was that my students were lacking in their writing and when discussing this with my mentor, it was clear that motivation was a clear factor.

All students' showed some progress over the course of the program, some more than others. The students who had been reluctant writers before the program was implemented were able to produce a piece of writing that they were proud of whilst achieving the learning outcomes to some extent. For the students who struggled to achieve the learning outcomes, it is important that I make time to conference with them and make time to address individual learning needs. This program indicated that many students need to consolidate their writing skills to achieve further success. It is clear that attention needs to be given to punctuation, the use of upper and lower case letters and adding detail to writing.

Reflecting on my practice in this program, I believe I need to work towards writing more specific overall learning outcomes for a unit so that the learning can be more easily assessed and interpreted.

I believe that the best way to further support my students with their writing is to continue to consolidate their writing foundations. Having individualised and explicit writing goals will give the students something to work towards and be accountable for.

In order to further improve my professional practice I will continue to engage in professional conversations with my colleagues and seek feedback about my teaching from those who I work closely with.
M was able to provide me with a lot of ideas for how I could enhance my lessons to maintain student interest.

Upon visiting for the first time during a lesson about adjectives, M suggested that more visual aids around the classroom would support the students to write independently, while at the same time encouraging them to broaden their vocabulary. As a result, I created a word wall with useful nouns and adjectives that the students could quickly call on during writing workshops.

On a later visit, M reviewed my action plan and we agreed that it was important for me to conduct a formative assessment on the students' knowledge of adjectives, nouns, verbs and adverbs to gauge their current understandings. We discussed how this knowledge would provide direction for supporting individual students during the drafting of their creative writing pieces.
Standard 5.3, 5.4 & 5.5
When meeting with MC and MC we discussed the importance of writing prompts and genres being interesting and engaging to the child. The stimulus must be something that they can relate to and have the language to write about. This conversation guided my selection of images for writing pieces in my lesson plans.

Choosing different topics, objects and images to use (such as the 'Me Bags' and Talk Time topics) allows for different vocabulary to be explored through brainstorming.

These conversations also reiterated that children learn through their experiences. Providing hands-on experiences for students prior to writing is important for them to familiarise themselves with the vocabulary needed for different genres.
It was clear that student R thoroughly enjoyed this unit of work. During writing workshops, she was able to identify and sort different types of words and give definitions for each. She achieved all of the learning outcomes established at the beginning of the unit.

Student R used a range of adjectives, nouns and verbs in her creative writing pieces throughout the unit. The mouse picture prompt task in lesson two allowed her to use a number of describing words in the correct context. When conferencing with student R during the drafting phase of her final piece, she was able to independently highlight adjectives, nouns and verbs successfully. Student R responded well to questioning regarding the nouns that were highlighted and was able to suggest that she add in adjectives to describe these nouns.

Student R used basic punctuation in each piece of work but was unable to insert talking marks where needed.

She demonstrated beginning editing skills by underlining some incorrect words and finding the correct spelling to replace them with.

Student V took a lot of care to complete the various tasks during this unit. She enjoyed learning about grammar at a sentence level and was very engaged in the hands-on lessons. Student V understands that we can use different words to make our writing more interesting for our reader. She achieved some of the learning outcomes for the unit.

She demonstrated a beginning understanding of adjectives and nouns which was evident in the grammar worksheet where she was able to circle most of the correct word choices. When conferencing with student V on her final draft, she was able to highlight some adjectives and nouns but required prompting to identify others. Her understanding of verbs is still developing. The worksheet demonstrates she was unable to circle the correct words. She found only a few verbs in her writing piece.

Student V did not use punctuation in her writing.

She used beginning editing skills to underline incorrect words in her writing and made attempts to replace them with the correct spelling.

Student X achieved some of the learning outcomes for this writing unit with one-on-one support. He enjoyed the different activities in workshops and was eager to use the picture as a prompt for his story.

His understanding of adjectives, nouns and verbs is at a beginning level. When discussing these with student X he knew that adjectives are describing words but was unable to describe what nouns and verbs are.
He used few adjectives in his creative writing but wrote some great adjectives to match his senses in the 'favourite room' activity.

When conferencing with student X he was able to identify that he was missing punctuation with prompting. He understands that full stops are needed at the end of sentences.

Student X underlined a couple of incorrect words in his writing.

Student H enjoyed aspects of this work program. Student H achieved two of the learning outcomes for this program. When it came to writing his final piece of work, he was excited about using characters that he knew from some of his favourite interests. When looking at the initial video with student H, it is clear he has shown improvement in his knowledge, understanding that nouns, verbs and adjectives are needed in a piece of writing.

He was able to include a number of adjectives and nouns in his writing but did not identify many verbs, therefore achieved this learning outcome at a beginning level. Student H's writing indicates that he has difficulty with his handwriting and positioning his letters correctly on the lines. He has made attempts at editing his work by crossing out words and rewriting. Student H has not used punctuation throughout his writing but in discussion has indicated that he knows the purpose of full stops in writing.

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