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?
The first few weeks after completing testing and many observations in Term one, I found a huge gap in social and emotional needs- as well as the academic. It was doing things like sharing in the morning, undertaking art and Discovery that I realized how wide the canyon actually was!
Not being a deficit thinker I started back at the very beginning again and allowed myself and the children to work through social and emotional confidence before undertaking academic learning.
In Week 3, I had a better understanding of the class dynamics and who needed more support than others in the core curriculum areas and my ideas started forming a plan ahead.
Like many other teachers, Covid and other illnesses have played a big part both of our classrooms this year with interrupting learning and preventing our PCG from getting underway solidly in Term 1. As my reading groups became more structured and children returned to school I felt that I began to “take risks" on my PCG and reflect on what have done previously to begin this year's journey.
I was lucky to work with MK on a few ideas and thoughts around Reading comprehension. This is an area of interest for a few reasons.
Firstly Data has not been great here…leading me to think that Reading isn't giving the students enough deep connections into their text to explore vocab and meaning. Although we read read read everyday, am I diving into words and sentence structure enough to balance the DPA and phonics awareness learning.
Next- are my WALTS child / parent friendly - are they allowing shared understanding and collaboration- getting children to take risks and understand its ok to make mistakes (Using SOLO or self review.
Then- what is the impact of Comprehension for our very at risk learners who have metal disabilities that cannot allow them yet to broaden thinking comprehension…they have a voice but am I pushing things like fluency over again making connections for example.
Lastly how can Higher order thinking look in a Year 2 /3 classroom with aspect on student agency/engagement.
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