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2009 English - 14 September 2020

14 September 2020

Curriculum Report – English

Programme

Whole School:

  • Students grouped for reading and writing on a needs basis and regular lessons happen.

  • All classes have instructional reading sessions with groups of children at similar reading levels as often as possible through the week. This is supplemented with reading material for practising at home.

  • Instructional writing is linked to instructional reading. Students are supported to read about and talk about what they are going to write. They are encouraged to check their writing, and their peers' work, against success criteria to make sure they have included everything they need, and to consider improvements.

  • Casey Caterpillar is a focus of the writing programme in our new entrant/year 1 classroom and the language of this programme carried through to year 2.

  • Teachers provide models of handwriting for the children to practise correct letter formation. The Middle syndicate uses the same language that is used in the junior classes with Casey the Caterpillar to make best use of what the students already know.

  • Phonics teaching is a huge part of the literacy learning in our New Entrants/Year 1 classroom 

  • Teachers use shared reading and shared writing to emphasise the conventions of print and to teach a range of strategies to use when problems arise.

  • Junior classes use a basic sight words list for word recognition and spelling

  • Oral Language is an integral part of the Reading and Writing programme.

  • Many children have the opportunity to do buddy reading in class to help with reading confidence, speed and expression.

  • Middle Syndicate teachers use the information from Peters Spelling test to make targeted lists of words, based on the patterns of sounds, to address individual learning needs.

  • IRIS reflections are used to identify next steps for teachers in order to ensure that we are considering our knowledge of what makes a good literacy lesson and Relationship Based Learning kaupapa

  • Students with identified literacy concerns have access to additional support from teacher aides and their progress is monitored so concerns can be discussed at syndicate level.

  • Literacy planning will start to be more collaborative and supportive

  • We will continue to use experts we have on our staff to develop our Literacy instruction and progress


Assessment Procedures

  • All students complete an e-AsTTle sample in Term 1, with a further sample to be collected in Term 4.

  • All students are tested on running records (seen texts/PM Benchmarks) as needed, according to the Assessment Guidelines. Literacy Progressions Framework is used to determine curriculum levels of readers beyond Level 24. 

  • Junior Syndicate are using Observation survey more closely for a form of assessment.  Every child will be tested on the observation survey every 6 months up to 2 years at school.

  • IEP’s goals are assessed through Learning Stories (Narrative assessment) linked to IEP’s.

Trend Analysis

  • This is the fourth year we will have had a complete and accurate set of writing data. From our schoolwide Literacy data we can see improved progress across levels. 

 

Beginning 2019

Year

1b

1p

1a

2b

2p

2a

3b

3p

3a

1

54

3








2

28

16


4






3

14

11

14

4

3

2




4

0

9

14

14

10

5




5

1

2

5

4

13

3

7



6

1

1

1

5

4

5

12




Beginning 2020

Year

1b

1p

1a

2b

2p

2a

3b

3p

3a

1

56

1








2

23

11

6







3

14

6

15

6






4

2

4

6

16

2

4

2



5

1

1

5

5

14

2

5



6


2


3

11

2

11

6

2


 

Students and Groups of Students at risk

  • Students in the junior bilingual unit is

Teaching and learning strategies to address the above.

  • Sharing of best practise - Through syndicate meetings and inquiries and using IRiS

  • RBL/Observations/Meetings on teaching practice happens. Currently, Maths is our focus but we have started to also reflect on teachers reading programmes..

  • Assessment will be moderated at Syndicate Level and also school wide.

  • Most teachers use 9-11 as their set time for Literacy programmes in their class.

  • Senior and Middle Syndicates are using Inquiry to guide contexts for reading and writing

  • Year 3-6 spelling programme using essential Lists is being refined and used across the school.

  • e-AsTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.

  • Teachers will share ideas for motivating writers such as topic choice, presentation or incentives.

  • Student achievement is being monitored each fortnight at syndicate meetings.

  • Support staff included in relevant PD and invited to discussions and PD that teachers are involved in as needed.

Looking Ahead

  • Ongoing assessment is used to inform weekly planning, including regular writing samples taken and analysed.

  • Teachers using professional readings and our cycle of inquiry to improve practice.

  • Teachers will continue to develop Literacy programmes according to the needs identified through this process.

  • To look ahead at creating opportunities to involve Support Staff in timetables/grouping and discussions within Syndicates.

  • Middle and Senior Syndicates will start to integrate a phonemic awareness spelling programme into their Literacy programmes

  • Two Junior teachers will be piloting a new reading programme - A Science of Reading, resources have been purchased following a professional development day.  Should we have some success with this it will be rolled out to all Junior classes in 2021.

  • We will apply for Literacy pld from MOE to commence in 2021 and ensure that this is closely aligned with the Relationship Based learning pld that will continue until the end of Term 3, 2021

  • Teachers will be more familiar with Literacy and how it works in our school by using the revised essence statements below.





Kaikohe East School Reading

Essence Statement English is the study, use and enjoyment of the English language and its literature, communicated orally, visually and in writing. English gives students access to the understanding, knowledge and skills they need in order to participate in life. Success in English is crucial as it links to all other curriculum areas.


Planning

Effective Pedagogy

Assessment

Curriculum focus areas and Achievement Objectives from the Scope and Sequence Plan informs content of Literacy programme


Planning is guided by

  • NZ Curriculum and Literacy Progressions and Effective Literacy 

  • Observations within Guided Reading sessions 

  • Six Year Net

  • Alphabet/high frequency word checks 

  • Running records including MSV analysis


To inform Planning:

  • Colour Wheel will be used for a measurable progression of where the students are at 


  • Once moved from colour wheel students will move to curriculum level/reading age



Planning for Reading using

  • Reading to

    • Y1-3 Shared

    • Y3-6 Teacher reading

  • Guided Reading in small groups

  • Independent Reading

  • Buddy Reading

  • Reciprocal Reading





Well planned programmes and activities where children are grouped and resources  effectively used according to children’s  needs and abilities 


Literacy  Must haves are here


Every room will have:

  • Grouping of students according to their needs

  • Provide a meaningful context for learning where students can apply a range of strategies

  • Provide feedback and feedforward

  • Use a range of Deliberate Acts of Teaching according to students need

  • A plan 

  • A set target group

  • A model showing expectations of the learning, co constructing of learning Intentions and Success Criteria

  • Examples of writing at different levels

  • Feedback and sharing session

  • Reflection


Use of Modelling books for students to refer back to


Incorporate a wide range of quality reading tasks into programmes including teaching and use of graphic organizers 


Use the following reading approaches: Guided, Shared, Reciprocal teaching, Language experience and ‘reading to’

Explicit teaching of skills and processes both in reading and writing


Allowing the children enough time to practice and apply new learning 


Making links between reading and writing by using texts that reinforce the learning.


Effective use of assessment so that teachers  can:  find out what students know  identify students needs  decide instructional strategies  give feedback


Have established, explicit / clear goals and expectations for  activities which can be shared and articulated by children and teachers 

All data entered into etap at the end of every term


Running Records

  • Seen Texts up to Level 18

  • Unseen Texts (PM Benchmark kits) 

  • End of Year 5 and 6 Progressions Assessment

 

Analysis of teacher observations and data will inform 

  • next learning steps

  • OTJ’s


Six year net observations done every 6 months up to 7 years

  • Alphabet testing

  • High frequency word spelling



Children will be able to use a range of strategies and talk about what they did and why

  • Think, peer, share


Children will be able to talk about their learning so others understand








Kaikohe East School Writing

Essence Statement English is the study, use and enjoyment of the English language and its literature, communicated orally, visually and in writing. English gives students access to the understanding, knowledge and skills they need in order to participate in life. Success in English is crucial as it links to all other curriculum areas.


Planning

Effective Pedagogy

Assessment

Curriculum focus areas and Achievement Objectives from the Scope and Sequence Plan informs content of Literacy programme


Planning is guided by

  • NZ Curriculum and Literacy Progressions and Effective Literacy 


Planning for Writing incorporating

  • Modelling

  • Shared Writing

  • Independent Writing

  • Examples of published writing


Stages of Writing 

  • Planning 

  • Writing

  • Re-Crafting

  • Editing

  • Publishing 

 

Handwriting

  • Casey Caterpillar in junior classes.

  • Individual writing practice in the  middle classes 

Phonics 

  • Letterland used throughout year 1 classes

Spelling (explore programmes to introduce and use)

Well planned programmes and activities where children are grouped and resources  effectively used according to children’s  needs and abilities 


Literacy  Must haves are here

Every room will have:

  • Grouping of students according to their needs

  • Provide a meaningful context for learning where students can apply a range of strategies

  • Provide feedback and feedforward

  • Use a range of Deliberate Acts of Teaching according to students need

  • A plan 

  • A set target group

  • A model showing expectations of the learning,co constructing of learning Intentions and Success Criteria

  • Examples of writing at different levels

  • Feedback and sharing session


Use of Modelling books for students to refer back to


Allowing the children enough time to practice and apply new learning 


Making links between reading and writing by using texts that reinforce the learning.


Effective use of assessment so that teachers  can:  find out what students know  identify students needs  decide instructional strategies  give feedback


Have established, explicit / clear goals and expectations for  activities which can be shared and  articulated by children and teachers 

All data entered into etap at the end of every term


 

e-Asttle Unassisted Writing Sample

  1. Teach skills

  2. Take the sample

  3. Photocopy (Don’t write on the sample)

  4. Read all samples

  5. Quick order into OTJ levels

  6. Mark each sample

  7. Enter rubric scores into “CoverSheet” spreadsheet

  8. Moderate as a Syndicate

  9. Make adjustments where necessary

  10. Vertical Moderation at SLT Hui

  11. Enter final rubric score onto e-asTTle

Analysis of teacher observations and data will inform 

  • next learning steps

  • OTJ’s


Essential Spelling Test/ South Australian Test


Children will be able to use a range of strategies and talk about what they did and why

  • Think, pair, share


Children will be able to talk about their learning so others understand