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The needs in my class this year are quite high. I have 24 out of 26 below in reading. Due to the summer break, the data entered on our SMS at the end of 2018 differed significantly from what I was seeing in class. As a results I had to drop most kids about 5 levels before reaching an instructional reading level.
On a whole my class had low self-esteem when it came to reading. Parents commented that reading at home was a battle and they were really struggling. As a result of dropping right back, the class have now become more confident with their ability and are getting better at reading with fluency and expression. All students have individual reading goals. After meeting with Robin & Kelly we have put these changes in place:
Guided Reading - Changes to my programme:
Guided Writing - Changes to my programme:
This was a really beneficial session with Kerri. Next term will I have a group of 5 students who have not yet made the connection between letters and the sounds they make. We will follow this approach.
It is always good to moderate - especially vertically across the school. From the moderation session, I have realised that I am consistently too hard on my scoring in regards to ideas & organisation. I will now go back through my samples to double check these before entering them on e-asTTle.
Key Points for me:
A lot of my students lack grit & determination. Not just in maths but in all areas. As soon as something isn't easy they want to give up. However during free play, students often are faced with a problem that isn't easily solved. It is during this time that I see students collaborate to work out possible solutions. They often have to try a number of different ways before they experience success. I think through play I will teach students about 'The Learning Pit'. Hopefully once they start to understand the importance of mistakes & challenges, they will start to approach other learning areas with a growth mindset. |
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