Malo e Lelei, Kia Orana, Kia Ora, Fakalofa Lahi Atu, Talofa Lava and greetings to you all.
After Considering
My School’s targets
Woolf Fisher Feedback from 2016
Manaiakalani CoL Achievement Challenges
My inquiry this year as a CoL teacher is ...
To accelerate students achievement by providing multiple opportunities for student talk using open and authentic contexts and questions in all areas of their learning.
Multimodal texts
Balance of student and teacher talk ie. Taking-turn - teacher, student, student, student, teacher
Develop cognitive academic language proficiency (CALP).
Based on Aaron Wilson’s seven inquiry questions
To what extent:
Is there balance between teacher talk and student talk? (e.g. # of words)
Does turn-taking follow a teacher-student-teacher-student ping-pong pattern? (Rather than teacher-student-student-student-teacher)
Are teacher questions open and authentic questions?
Does the text have a voice?
Are student responses elaborated with reasons, evidence, examples from the text?
Does the teacher use talk moves to keep the discussion moving in productive directions?
Do teachers and students have a shared understanding of the purposes, barriers and enablers for talk about text?
Target Group
These five new entrants in my class are sitting just below the National norm. I hope to see them working at their year level's expectations at the end of the year for all levels. At our school, based on last year's achievement data, Maori students and Pasifika boys are the ones whom we are going to be targetted this year.
Knowing my learner
Name
|
Data (JAM, GLOSS)
Reading
Writing
Maths
|
Strengths
|
Gaps
|
Maori
|
Level 2
Pre
Stage 1-2
|
Remember meaning
|
Very few letters known and their sounds - still cannot point finger as he reads - needs to learn to hold information in the head for a while
|
Maori
|
Level 1
Pre
Stage 1-2
|
Still developing confidence
|
Very few letters known and their sounds - still cannot point finger as he reads - needs to learn to hold information in the head for a while
|
Maori
|
Level 2
Pre
Stage 2
|
Can talk or make a story about the book
Can point as she reads
|
Very few letters known and their sounds - still cannot point finger as he reads - needs to learn to hold information in the head for a while
|
Samoan
|
Level 1
Pre
Stage 1-2
|
Can read few HW correctly
Begin to follow the story (meaning)
|
Very few letters known and their sounds - needs to learn to hold information in the head for a while
|
Maori
|
Level 2
Pre
Stage 2
|
Enthusiastic about reading
|
Learn few words (HF)
Strong with using of meaning to read her book
|
Reading - blue Maths - Red Writing - Pink
ACTION PLAN
Last year our school wide focus was on Maths. We were using Mixed Ability Groupings and Talk Moves as strategies in teaching Maths. This year our school is encouraging teachers to use the same strategies plus other TESSOL strategies in teaching Reading and Writing.
TALK MOVES
Wait time – individual think time
Revoicing - So you’re saying... Is that right?
Repeating http://mathsolutions.wistia.com/medias/09lyt1vbry
Reasoning – Agree/Disagree?
Prompting – Can you add on?