Anita's Teaching as Inquiry Blog

What have I tried?                                    What was successful?                   Where to next? Ocean Phonics Student Voice: “The balancing is helping me hold my pencil and write and not get squiggly lines, I can write up and down.” “The jumping the words out because it helps me read and remember the words better.’ “Eye tracking it helps me to get to the words and concentrating and not just taking to my friends “Jumping on the words is cool, I can remember the words better.’ Noticings: Creates student agency. Next steps: How can we collect evidence through school talk, maximise progressions eg learner qualities, graduate profile, work attack skills in Reading… Learner video ea...

What have I tried?                                    What was successful?                   Where to next? Reading Together workshops Reading together blog post Had a great Parent turnout, helped to build relationships with parents too. 18 Parents came. Parent Voice “Thank you for explaining so clearly how we read with my child.’ “This has been great for me to see how take the pressure off, and have less battles at night.’ ‘Broch really hits home, now I see why my child would struggle.’ Next Steps Timely to do another one now that we have new learners and learners at a higher end now so it’s about modifying the workshop to cater for both extremes.   Core 5 and STEPS professional developmen...

What have I tried?                                    What was successful?                   Where to next? Learners are beginning to use the prompts now to help them with making inferences about the text. Student Voice “These bookmarks help me when I am reading. I like the learning pit one because I say to myself I feel…, and then I can say I want to feel…’ ‘When I am self aware in reading I think about what the characters could have differently.’ Learners who have moved to a strong ‘Orange’ level are more confident to use the bookmarks. Where to next? More scaffolding required with learners who are blue and green readers. Re-create a bookmark with the learning process broken up and verbs - e.g....

          What have I tried?                                    What was successful?                   Where to next? Reading Strategies Bookmarks Blog post using bookmarks Learners have a tangible resource to support them when they are in the learning pit with sounding out a word and making meaning of it. Student Voice: “It reminds to look at the pictures first and not sound out each letter, like I use to’. ‘ it helps a lot, it’s getting easier and easier every day.’. “If I don’t know a word I just get my bookmark and it reminds me what to do when I am stuck on a word.’ Parent Voice: ‘Helps with Ruby’s confidence to have something there to help her.’ Noticings For...

This is our aim for a majority of my readers. Two Readers have just moved to Green. Working on 16 more learners to be reading at green till the end of the term. WHAT HAS BEEN DONE SO FAR... parent voice collated, parent connects, learners more familiar with school talk and understanding where they are at with reading, knowing next steps.  Looking at how to decode (work attack) daily.  Comprehension activities regularly set during Guided Reading time.  Also, linking movement to literacy and gearing phonics programme to cover learning intentions.  WHERE TO NEXT... generate student agency for learners to take ownership of their learning and be intrinsically motivated to read. Listening to the voice of parents and their learners interests.