Saturday, 15 April 2017

Gathering Evidence


Gathering Evidence (1)
Initial data: End of year data transferred to class from probe assessments November 2016.                       
  • PAT data:  March 2017. 
  • Running Record data end of term 1. 
  • Probe and Running record data represent instructional reading ages. 
  • Three additional students have already made progress and have not been included in this data display.                            
Student
Yr
Gender
Ethnicity
EOY 2016
Probe
Pat St/T1
End of T1
R.Records
Student 1
8
M
Fijian
11.0-12.0
4
11.5 -12.0
Student 2
8
M
Tongan
10.5-11.5
4
11.0-11.5
Student 3
7
M
Filipino
10.5-11.5
6
11.0 -11.5
Student 4
8
M
Tongan
10.5-11.0
3
10.5 -11.0
Student 5
8
F
Tongan
10.5-11.5
3
10.5 -11.0
Student 6
7
F
Tongan
No data
4
11.0 -11.5
Student 7
8
F
Samoan
10.5-11.5
4
11.5 - 12.0


Implications of Results: using data from PAT
Teacher Inquiry foci:
Increased opportunities for talk                                


Multi-modal learning:  Using a range of text around a topic
Does using a variety of text types (hard copy, e-book, video, range of genre, etc) promote students’ ability to connect information and identify major themes
Does it increase levels of engagement and participation?
How does this influence levels of understanding and ability and abilities to express this?
Reading between the Lines
What learning strategies best support students to identify the ‘clues’ given by the author to connect information across the text and find inferred meanings
Deliberate Acts of teaching to promote Critical Literacy: -
Promote engagement in reading, comprehension and higher order thinking
- supporting students’ independent monitoring of their reading enjoyment, interests, engagement( sharing and responding (talk) and mileage.
Promote instruction for depth of understanding and independence
- teacher-led and student-led approaches to depth, as well as using a wide variety of texts about the topic to deepen understanding through reading and an increased focus on vocabulary learning and use.
Provide in-task support for thinking about reading
- opportunities and support for students to develop independence in higher order thinking and ability to form an opinion using information from a variety of sources. It would also include critical appraisal of what is read and the intended influences of texts on their readers.
Increasing the challenge and expectations in assigned texts and tasks
- the purposeful design of learning experiences that require students to make meaning and/or form an opinion from multiple texts, and reading-writing connections (Learn, create, share). This might also include a greater emphasis on creativity and repurposing the ‘learning’ from multiple sources using multiple modes.
Making connections
- explicit teacher selection of texts that make links to students’ communities and reading histories. It might also include supporting students to make links between texts that they have read, or comparing and contrasting, and taking an active attitude or point of view about how texts impact them as readers (active thinkers).
Adapted from Interim report from Woolf Fisher - Manaiakalani Schools 2015 (Feb 2016)                                              Aaron Wilson Critical Literacy


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