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:
Could you please be prepared to:
By addressing concerns - I have consistent standards for all of my students. When needed I address the individuals rather than a blanket telling off to all of the class.
How could we share this message with our students to develop haututangaa within our team?
Questions to reflect on
With older students I also got them to use the writing matrix to identify their writing level & set themselves goals. Also with older students I have always handed back maths knowledge tests and reading running records. This made it possible for students to identify goals. They were then able to use this information to inform what workshops to attend.
Yesterday I took my first P4C session. I did the lesson "My Pet Teapot". Suz was able to observe/support me as needed.
I was quite shocked with how the children couldn't sit still, or work quietly when they weren't on the mat. Suzanne assures me it was only because it was an exciting session and the P4C expectations will just need a bit of time to learn.
Also just learnt the connection between P4C & the learning pit
This will be my follow up session:
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