Identifying the barriers to reading at the early stages of primary school. How can we best cater for the different needs, reduce these barriers to raise student achievement?
Reflecting on my impact this year.
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I am excited to get the feedback from my hub team to see what impact I have had on my team to influence the change this year.
My Causal Chain summarises how the different elements of my Inquiry connect together to work towards l ifting student achievement in reading through strengthening parent partnerships and teacher capability. The keywords that spring out are: learner achievement, learner engagement, parent partnerships, and teacher capability. The big next move is the implementation of these initiatives and measuring the impact they are having on student achievement.
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing, The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home. I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
My openness to facing the challenge of reducing barriers in reading. As part of my community of learning Teaching inquiry goal I’ve been looking into what are the barriers in reading and identify what we can do to overcome these barriers. I work in an innovative learning environment, in a hub with 86 learners and 4 teachers. 12 of the learners have been below national standards in reading. This has allowed me to work intensely with learners who are below their chronological age group throughout the year. After looking at the huge range of challenges these learners are faced with, it’s given me a sense of urgency and motivation to build their learning capacity and cognitively engage these learners so they can make an accelerated shift in their achievement. We are a 1:1 Ipad hub, so students have the opportunity to become digitally literate and drive their learning. I’ve created rich tasks that specifically work on decoding, phonological awareness and comprehension depending o
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