Friday, May 30, 2014
Special Needs Students
Catering for students with special needs. IEPs identified these students as need collaborative experiences in which they learn to take turns.
Engaging Learners
Saturday, May 24, 2014
Teacher Inquiry
8.11.14
A final SAST spelling test has been completed last week. Looking back from the beginning of the year, all students have improved. At the beginning of the year, only one student was spelling at 15.5 years. Now, 10 students have reached that level and above.
9.9.14
A second 100 word test will be completed at the end of the term.
We need to find a better way of showing results.
Next Steps:
Term 4, week 6, we will test spelling with the Peter's Test in line with the rest of the school. We will not complete a new 100 word test in Term 4 as there are too many other demands on the students' time. We have a number of other assessments in which we can test spelling. At this stage, we hope to see spelling results improve in the context of writing across the curriculum. We will also be expect to see the improved spelling results in the writing e-asTTle in November.
To try a new approach to get the children to understand the words and spell them correctly, I wrote the 25 homework words in their group modelling books, and children had to individually make up a story using all the words. I heard children asking others what words meant - as they could not use the word unless they knew what it meant. There was a lot of laughter when the stories were being written and when they were read out.
Results:
We can compare e-asTTle spelling (writing) from the beginning of the year and the end. Use the writing marking rubric to highlight shifts in spelling results and children can clearly see how their spelling has improved over the year.
Beginning and end of year Peter's test results will show gains in spelling ages.
Term 3
I have assessed the whole class on the new 'Mastery' spelling placement tests, placed them into groups A to E, and have made up modelling books for each group.
Students have been also tested on 100 words made up from words A-E. Their score have been recorded as a beginning score, and they will be retested on the same words at the end of the term. Each group now works on learning words within their groups. Every week, each group is given 20 new words from their lists to learn as well. During the week, I give the class a quick 10 word spelling test made up of words from all groups. This is repeated every day with the results being that nearly every student gets 10 out of 10 by the end of the week. This also extends the lower ability spellers by adding more challenging words.
With so much emphasis on spelling, I am expecting to see a huge improvement in writing as well.
A final SAST spelling test has been completed last week. Looking back from the beginning of the year, all students have improved. At the beginning of the year, only one student was spelling at 15.5 years. Now, 10 students have reached that level and above.
9.9.14
A second 100 word test will be completed at the end of the term.
We need to find a better way of showing results.
Next Steps:
Term 4, week 6, we will test spelling with the Peter's Test in line with the rest of the school. We will not complete a new 100 word test in Term 4 as there are too many other demands on the students' time. We have a number of other assessments in which we can test spelling. At this stage, we hope to see spelling results improve in the context of writing across the curriculum. We will also be expect to see the improved spelling results in the writing e-asTTle in November.
To try a new approach to get the children to understand the words and spell them correctly, I wrote the 25 homework words in their group modelling books, and children had to individually make up a story using all the words. I heard children asking others what words meant - as they could not use the word unless they knew what it meant. There was a lot of laughter when the stories were being written and when they were read out.
Results:
We can compare e-asTTle spelling (writing) from the beginning of the year and the end. Use the writing marking rubric to highlight shifts in spelling results and children can clearly see how their spelling has improved over the year.
Beginning and end of year Peter's test results will show gains in spelling ages.
Term 3
I have assessed the whole class on the new 'Mastery' spelling placement tests, placed them into groups A to E, and have made up modelling books for each group.
Students have been also tested on 100 words made up from words A-E. Their score have been recorded as a beginning score, and they will be retested on the same words at the end of the term. Each group now works on learning words within their groups. Every week, each group is given 20 new words from their lists to learn as well. During the week, I give the class a quick 10 word spelling test made up of words from all groups. This is repeated every day with the results being that nearly every student gets 10 out of 10 by the end of the week. This also extends the lower ability spellers by adding more challenging words.
With so much emphasis on spelling, I am expecting to see a huge improvement in writing as well.
PLG Spelling 29.7.14
Brigit and Sheryl
Result are improving – even in the last writing sample taken
in Term 2. We are going to make up another 100 word list as this adds an
element of competition and it gives children an end point to work towards.
We did an extra Peters spelling test at the end of last term
and the results were stunning. All children improved considerably except for
one who was away a lot last term and missed many lessons.
I did another placement test yesterday 28.7.14, to see if
children needed to be moved. There is no A group anymore (lowest) and only 2 in
B group. A number moved groups.
The writing results – spelling part – should improve by the
end of the year. This shows that children are using spelling in context and can
use the rules correctly.
I have created spelling books for each group to use so I
will try to see if these books help each group. I haven’t used spelling
worksheets which do go with the programme as they seems very prescriptive. I
might try another source.
Student Led Conferences
I have made the parents question forms and laminated them ready for the conferences. Others from the team have completed their items, so now we have a full set of information ready to go.
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