1

2

Outcomes for the SessionTo develop an understanding of:

The teaching/learning cycle;

The definitions of terms used in English; and

The components of a balanced daily English block or session.

3

Reporting

Planning and programming

Classroom

Practice

Assessing & Recording

Ongoing Evaluatio

n

Where arethey going?

How arethey going

to getthere?

How doI know when

they getthere?

Where arethey now?

Achievement Standards

Monitoring

Content Descriptions

Teaching & learning

experiences

The T

each

i ng a

nd

Learn

ing

Cycl

e

4

Using Data

•Planned use of data is a common characteristic among schools that are high performing in terms of student achievement. •The use of data to drive educational decision making results in changes in teacher practice and school culture.

5

Using Data

Best practice would dictate that we cannot meet students’ educational needs if we do not know what their needs are. Therefore it is important to collect baseline data:•to inform where a student is currently performing•for a comparison of knowledge gained to show growth•to provide guidance for teachers to plan future learning and teaching

6

Standardised Assessment Schedule

It is recommended that an annual formal assessment schedule be implemented across all grades. This ensures a coherent and progressive collection of achievement data for each child.

7

The data needs to be accessible yet secure:•all teaching staff need to have easy access•for privacy reasons it needs to be stored so it can only be accessed by approved staffThe data needs to be meaningful:•scores linked to school benchmarks•teachers test to gain an insight into how each student thinks and learnsThe data needs to be easily recorded:•to be user friendly and time efficient •needs to be stored digitally

8

Pattern analysis – Are there patterns or trends in these data?Interpretation – What are these patterns and trends saying about the learning and teaching that underpin the data?Reflection – What might this mean for my teaching? What is it saying about the students’ learning (or failure to learn)?Discussion – Each of the above sets of questions can be tackled in a more robust way when conducted in a supportive group environment

Process for Analysis

9

Key uses of classroom data, by the teacher•guide the design of a learning environment to match the class profile•directly inform teaching practice•show trends in student learning•report student progress to parents and students•guide classroom planning•group students.

Teacher Use of Data

10

What Data?GRADES FORMAL ASSESSMENT TIME FRAME

PREP

Marie Clay’ Observational SurveyLetter Identification Test Phonemic Awareness AssessmentWord Reading TestConcepts of PrintWriting Vocabulary

MarchNovember

Running Record T3/T4

YEAR 1

Marie Clay’ Observational Survey (If required)Letter Identification Test Phonemic Awareness AssessmentWord Reading TestConcepts of PrintWriting Vocabulary

MarchNovember

Burt Word Test March – OptionalNovember

Peter’s Spelling in Context March – OptionalNovember

PAT-R Comprehension NovemberRunning record T1/T2/T3/T4

11

What Data?

YEAR 2

Burt Word Test MarchNovember

Peter’s Spelling in Context MarchNovember

PAT-R Comprehension November

Running recordYear 2 NET

T1/T2/T3/T4

YEAR 3 -7

Burt Word Test MarchNovember

Peter’s Spelling in Context MarchNovember

PAT-R Comprehension November

Running record (Appropriate levels can be ascertainted using Elley Noun Count – NZCER or other leveling methods)

T1/T2/T3/T4

NAPLAN (Yr 3, 5 and 7) May

12

English is social and purposeful.

English learning is interactive.

English learning must be embedded in context and purpose.

English learning must be connected to the world in which people lived.

13

MODELLED ENGLISH

•Usually whole class.

• Teacher selects/constructs a text.

• Teacher demonstrates strategies being used – think aloud

14

SHARED ENGLISH

•Usually whole class.

• Interactive procedure

• Teacher and students construct or deconstruct text together to gain meaning.

15

GUIDED ENGLISH

• Teacher guides children’s attempts to use strategies.

• Small group of like ability.

• Comprehension strategies used before, during and after process.

•At instructional level

16

INDEPENDENT ENGLISH•Teacher selects independentactivities for the purpose ofresponding to and appraising a range of texts.

• Individual.

• Students reflect, develop andconstruct new meaning.

17

Continuum of Support

David Hornsby, 2000

Tea

cher

P

rovi

des

M

axim

um

S

up

po

rt

18

Meaning Context

Purpose Audience

Embedded in

Balanced dailyEnglish

sessions

19

A range of resources – literary and factual for modelled reading

e.g. big books, picture books,

novels

ReadingEmbedded in meaning

Context Purpose Audience

Through

Modelled Guided IndependentLessons Lessons Lessons

Visual Literacy

Integrated with writing and

speaking and listening

Reader response

Levelled resources for

Guided Reading

Opportunities for reading aloud e.g choral reading,

reader’s theatre, oral reading

Students that are matched to text – book talk, guided

reading

Does your readingprogramme include:Integrated

content with LA’s

Developing the four resource model- code breaker

- text participant-text user

- text analyst

Integration of ICT

Reading by children for enjoymentComprehension

skills and strategies – literal, inferred, creative

Developing the four sources of information:

- meaning- structure

- visual- grammar of the language

A variety of listening strategies

Monitoring and assessment strategies

A variety of text types

Critical Literacy

20

WritingEmbedded in meaning

Context Purpose Audience

Through

Modelled Guided IndependentLessons Lessons Lessons

(Assessment)Criterion Marking

Integrated with reading, talking and

listening

Word listsVocabulary extension

Conventions of written texts

(grammar/spelling)

Does your writingprogramme include:

Integrated content with

LA’s

Integration of ICT

Spelling- phonological-visual- morphemic- etymological

Structure and language features of

a variety of texts

Meaningful, relevant and

interesting topics

Variety of text types

(literary/Factual)

21

Speaking and ListeningEmbedded in meaning

Context Purpose Audience

Through

Modelled Guided IndependentLessons Lessons Lessons

Non verbalGestural

Verbal Voice Tenor

Oral retells

Integrated with reading and writing

Specialised vocabulary

Deep substantial conversation

Courtesies of socialconventions

Response activities

Does your speaking and listeningprogramme include:Recitation

Role Play

Group activities

ChoralReading

Question/Answeractivities

Spokentexts

Discussion and debate

Listeningactivities

Spokengrammatical

patterns

Opportunities to express ideas

Formal/Informal

Monitoring and assessment strategies

Following/interpretinginstructions

Integration of ICT

22

Assessment

23

Record Keeping•Standardised test data

•What else?•First Steps continua?•Writing samples? How many?•Running records?•Speaking and Listening?