What’s going on here?
Is this what I expected?
Is this good?
Should I be concerned?
Why?/Why not?
Do I need to take a closer look?
What is it about my practice that I need to have a closer look at?
At the start of Term 3 I felt postive about the class setting as a whole- not
just target group. My growth in myself was taking a risk and scaffolding and
modelling to children about different learning pathways and allow that rich
converstation to just flow without me being involed hugely. Yes levels are
progressing as I predicted, but for me its more that. It that the children are
using a mix of vocab, HOT and comp skills in the week during reading time with
high student engagement and willingness to take risks alongside making mistakes
during this new comprehension learning. I also get excited thinking that
children who are not functioning highly in Reading (Decodable levels) are
invited, supported, enjoying the comprehnsion activites as well as those who
arent 7 yet!
Sadly I have found out that our MK Teacher Observations arent vaild so that is a
disapointment as that would have been a great way to hear/ read/ dicuss how my
thinking has been going by using : Affording students choice Providing high
interest texts Meaningful goals Social collaboration Manaiakalani Questionnaires
Links- These will be due on Edpotential at end of Term 3
After Term 2 data collections for the 10 students: 6 exceeding the expected
level, 4 are meeting targets within Reading Assessment on HERO. I look forward
to updating the data after the assessment in Term 3.
In regards connecting
reading to other curriculum areas, we are seeing a very positive increase in
this groups STAR staines, Phonics awareness stages and e-asTTle writing samples.
This group are on track to maintain their upwards progress this year toward the
top level of the colour wheel. We forecast that in Term 4, 3 tamariki will be
off the colour wheel and be assessed on PROBE.
My next plan for this term is to create a more individual reading plan for my students to support student engagement,
accountability and conversations as well as allow for assessment to show an
increased understanding of comprehension strategies. I hope that my mahi from
Term 1 and 2 can be trialled with our new beginning teacher in Karaka, and
critiqued in our new PGC teams.
Term 3 and 4 Next steps - Slide deck to promote IDL reading programme
Kiaora Mel
ReplyDeleteI love the reader contract ideas! I'd love to see how they are working with your class on their iPads, I guess the joy of the MK kaupapa is the reading contracts don't have to be digital, sometimes kids just love drawing a picture to illustrate a scene.
Your disappointment in the observations being invalid is a shared disappointment. Perhaps it is a tool we can all be trained in and used to inform our peer observations. It's all about prompting collaboration and professional growth and success.