14 September 2020
Curriculum Report – English
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
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.
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
Beginning 2020
Students in the junior bilingual unit is
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.
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
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
Effective Pedagogy
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
Assessment
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.
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)
Planning
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
Effective Pedagogy
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
Assessment
All data entered into etap at the end of every term
e-Asttle Unassisted Writing Sample
Teach skills
Take the sample
Photocopy (Don’t write on the sample)
Read all samples
Quick order into OTJ levels
Mark each sample
Enter rubric scores into “CoverSheet” spreadsheet
Moderate as a Syndicate
Make adjustments where necessary
Vertical Moderation at SLT Hui
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