Scenario: 1
Sam
changes tense throughout his writing.
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Identify Possible Cause
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Identify a range of possible
Interventions.
(Using Effective Literacy
Practice, literacy progressions, Gail Loane text, TKI English Online, and any
other resources.)
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Areas requiring further investigations
or questions you may have.
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· ESOL
·
Lack of understanding
·
Poor modelling from home / school / other
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Lack of editing / planning
·
Lack of care / ownership
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·
Correct modelling
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Deliberate acts of teaching
·
1 – 1 conferencing with children who need it
·
Go back to JOST test and idea’s book
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· JOST – in other areas of school
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How might available technology support
this child? e.g. websites, Apps
·
Record a
sentence into an app (sentence app) – jumble sentence? Word monsters?
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Staff Meeting: Student Learning 7.05.2013
Scenario: 2
Jason writes sentences that ramble and therefore do not make sense.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Doesn’t understand what a simple sentence is.
· What is in a sentence?
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· What is in a sentence – Gail Loane
· Cut up sentences – write his story out and cut it up and keep the best two sentences
· Modelled sentences
· Visual/physical aides – counters
· Student voice as beginning put “why did you write it like that?”
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· What’s their spelling like?
· What are their strengths – celebrating positives of writing?
· What levels are they in other curriculum areas?
· What are their interests?
· How can we motivate them more?
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How might available technology support this child? e.g. websites, Apps
· There are apps and online games to help with spelling, sentence structure, vocab etc.
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Staff Meeting: Student Learning 7.05.2013
Scenario: 3
Tom is unable to help himself when he is unsure of how to spell a word.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Might not know any or in isolation when listening to sounds.
· May not know how.
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· Wordwork
· We need to give him strategies.
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· Does he have alphabet sounds?
· Is there an expectation that the teacher will do it for them.
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How might available technology support this child? e.g. websites, Apps
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Staff Meeting: Student Learning 7.05.2013
Scenario: 4
Julie puts capital letters inappropriately throughout her work.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Doesn’t know her capital letters and lower case letters.
· Poor handwriting / letter formation – laziness?
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· Explicit handwriting teaching of upper case and lower case letters.
· Talk to her and see what the problem is (student voice).
· Teaching where capitals finish.
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How might available technology support this child? e.g. websites, Apps
· Probably an app out there that would be of use.
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Staff Meeting: Student Learning 7.05.2013
Scenario: 5
Maria tends to put full stops at the end of every line, or only at the end of her work.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Doesn’t know what a sentence is.
· Doesn’t know sentence structure.
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· Modelling correct sentence structure.
· Read it back to them.
· Cut up sentences.
· Tell them it’s wrong.
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· What is their language background like :-
· ESOL
· Parents
· Support at home etc
Oral language skill level How do they read with full stops? |
How might available technology support this child? e.g. websites, Apps
· Voice Recorder - to listen to their own fluency. Models of good and poor fullstop use.
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Staff Meeting: Student Learning 7.05.2013
Scenario: 6
Tim connects ideas in his writing by over using ‘and then’.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· He doesn’t know what a sentence is therefore can't create a compound sentence.
· Pleasing the teacher by filling up the page.
· Bad oral language
· Could be ESOL.
· Off Topic
Can't plan their ideas beginning, middle and end |
· Read to them a lot – to hear quality language.
· Planning - Draw each thing – write a sentence about each.
· Storyboarding
· Modelling
Model of good writing
· Use questioning to scaffold.
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How might available technology support this child? e.g. websites, Apps
· Record the child reading their writing – play back – what do you notice?
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Staff Meeting: Student Learning 7.05.2013
Scenario: 7
Matthew generally begins his sentences with ‘I or they’.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Lack of word knowledge
· Writing all recount
· Egocentric
· Lack of modelling
· Knows they are safe
· Is he ESOL?
· Is he an only child or youngest?
· What social interactions i.e. preschool / play situation.
· What exposure to literacy has he had.
· What is his oral language like?
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· Shared writing – show an experiment with sentence starters to make Matthew feel safe.
· Modelled texts for analysing and recrafting / editing focusing on his need to vary starters (mentor texts).
· Model through reading.
· Reading aloud and hearing his text – hearing others – hearing models.
· Feedback – friend / buddy – group – teacher – class.
· Word banks – sentence starters.
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· Background
· Home life / experiences
· What successes has he had?
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How might available technology support this child? e.g. websites, Apps
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Staff Meeting: Student Learning 7.05.2013
Scenario: 8
Sarah’s writing consists only of simple sentences.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Oral language
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· Teach sentence constructions.
· W.A.L.T. join two sentences together.
· Explicitly teach conjunctions: for, and, your, but, yet, so.
· Revisit – learning goal in book - ü when achieved at least 3 times record.
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How might available technology support this child? e.g. websites, Apps
· Bitesize literacy game ‘conjunctions’
· Topmarks.co.uk enter ‘conjunctions’
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Staff Meeting: Student Learning 7.05.2013
Scenario: 9
Tama’s writing does not flow. He does not appear to understand that stories have a
beginning, middle and end.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Has he been exposed to different texts / modelling.
· Text have not been de-constructed.
· After reading not enough comp related to sequence.
· Writing train of consciousness not a framed story.
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· Use a visual link to hook it too i.e. hamburger.
· Planning framework.
· Story picture sequencing with and without words.
· Look at texts and scaffold as you deconstruct.
· Teach purpose and keep to topic.
· Plan out your key ideas then order them.
· Lots of retell activities.
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· Background?
· Homelife / experiences?
· What successes?
· Home support?
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How might available technology support this child? e.g. websites, Apps
· Is there a story sequencing app?
· Retell activity.
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Staff Meeting: Student Learning 7.05.2013
Scenario: 10
When Mereana reads her stories out aloud she inserts missing words and punctuation,
but does not go back and edit the written text.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Can’t see the connection between what is in her head and what she wrote. (Hasn’t transferred the ideas)
· Can’t spell?
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· Say one sentence and then write one sentence.
· Record the story on Ipad and edit their story by listening to the recording.
· Sounding out the word. Looking through the word in reading. Use magnetic letters.
· Find initial letters – then increase and also look at endings.
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· Is the spelling holding the child back?
· Can the child orally say the 1st sentence and then write the sentence?
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How might available technology support this child? e.g. websites, Apps
· Recording their story – use hangman for spelling on Ipad.
· Read along stories – listen and follow the highlighted texts. (to match words with the record for editing purposes)
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Staff Meeting: Student Learning 7.05.2013
Scenario: 11
Mark attempts to use conversation in his stories but the reader has no idea who says what.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Lack of exposure to direct speech.
· Lack of planning.
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· Explicit dialogue - taught to children - modelling through shared book / drama/art / comic strips.
· Use the children’s work as models.
· Guided reading – lots of speech in a text.
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· People need to be exposed to good punctuation and powerful forms of literature.
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How might available technology support this child? e.g. websites, Apps
· Talking books – tumble books (all to do with speech marks) (punctuation vacation)
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Staff Meeting: Student Learning 7.05.2013
Scenario: 12
Even though Theresa is a competent reader and speller,
she only records a very basic story.
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Identify Possible Cause
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Identify a range of possible Interventions.
(Using Effective Literacy Practice, literacy progressions, Gail Loane text, TKI English Online, and any other resources.)
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Areas requiring further investigations or questions you may have.
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· Deeper features.
· Surface – fine motor handwriting.
· Not transferring knowledge.
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· Find vocab from reading i.e. 3 words and use in a sentence.
· Oral language / speech?
· Confidence – take risks.
· Accuracy writing.
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How might available technology support this child? e.g. websites, Apps
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Staff Meeting: Student Learning 7.05.2013
Student Learning
ReplyDeleteAnna reflected that they have a responsibility for ensuring that the other teams do not get work added to them - what can we do?
New Entrants have already have students who are below.
Characteristics:
Are they interested in school or not
Attention span to focus on the learning, plus memory.
Physical brain development (PMP) to be fully functioning - regular fitness and brain gym
Actions: learning assistants are working with all of our students. They are testing so the teachers are linking their data to support and influence their teaching .
Increase language experience to increase oral language and motivate our writers.
Hands on experiences. Are we meeting all needs e.g. Have we too much girls things. Linking reading and writing to all the experiences - children see the link.
Jump start is settling the students well. We are going to the centres to ensure our students go to jump start.
Newsletters going home to parents so they know what learning is about.
Cultural capital - asking families for information e.g. What books do you like?