Forum Posts

Tracy Bellingham
Aug 12, 2022
In Tracy
My Learning Goal: - By the end of 2022, the way that I provide effective Feedback will have improved to better support students achieve their 'Learning Goals' in Reading, Writing and Counting. -Term 3 *Each child to Establish Reading, Writing and Counting goals based on the feedback that they have received on a work sample or from data collection. *Survey the students to gage their current understanding of what feedback is and how they use it. Collate and analyse the results. Implement any necessary changes. -What is feedback? -Who gives you feedback? -Why do they give you feedback? -What do you do with the feedback that you are given? -How do you feel when you receive feedback? -Are you able to give feedback to other people in your class? -What do you use to help you give feedback to other people? * Establish a 'Giving Feedback' Grid to ensure that all children including those on the NCCC register are receiving adequate, differentiated and meaningful feedback. Use the grid see trends across the class, to provide group feedback and provide support at the modelling stage of the lesson or task. *Professional Reading *Upskill LSO's to ensure that they are providing effective, timely, differentiated and meaningful feedback to the children that they work with. If effective share with Vita to share with other LSOs *Present 'Feedback at work in the classroom' at the Week 7 staff meeting Giving Feedback staffmeeting - Google Slides *Video myself explicitly teaching and providing children with feedback-self reflect on my approach-analyse before and after work samples to ascertain the effectiveness of the feedback that I am providing. Ask colleagues to 'critique' the way that I give feedback. View colleagues providing feedback to themselves giving effective, meaningful and differentiated feedback. *Provide children with effective, differentiated, timely and meaningful oral and written feedback on the work that they complete at home via Seasaw. Seasaw feedback 2.docx - Google Docs Giving Feedback staffmeeting - Google Slides - By the end of 2022, the way that I teach Reading will have improved to better support students who have been identified as 'at risk' or critical student reading outcomes. Evidence: Giving Feedback staffmeeting - Google Slides Collaborative Planning Professional development: 24/5/22 Guided Reading Professional Learning workshop During this collaborative planning session during Professional Planning Time, Year 2 met as a grade led by our Reading Coach to engage in professional readings linked to Guided Reading practices. We focused on planning a Guided Reading lesson for a range of reading levels and learning to read and learning to comprehend focuses. 24/7/22 During collaborative planning we looked at student reading data that was uploaded at the end of Term 2 to spreadsheet. The colour coding made it very easy to identify the students in 2.1 who were 'at', 'below' or 'above' expected benchmark. We identified how those students who were deemed as "Critical" or "At Risk" were being supported during Guided Reading and Shared Reading. We also brainstormed additional ways and support reading opportunities. Students who were not making reading progress were identified and flagged for further intervention. Staff Development Day: I watched the videos that were presented on the Staff Development Day by the reading coach Anabella Gonzales on Supporting Critical and At Risk readers workshop led by Reading Coach of Guided Reading sessions that focused on supporting specific student needs. It provided strategies on how to best cater for the individual needs "Critical" and "At Risk" during Guided Reading, modelled and shared Reading sessions. 21.6.2022 Reading Fluency and Comprehension in the new English Syllabus K-2 English - Google Slides This session explored the importance of reading fluency and reading comprehension in the Early Years, understanding how reading fluency and reading comprehension is structured in the 5 content areas in the syllabus and teaching strategies for reading fluency comprehension. The session also looked at SCS K-2 Reading Expectations for Early Years. We were also provided a range of professional readings including: "Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades?" by Timothy Rasinski, Andrew Rikli and Susan Johnston. Rasinski.Fluencymorethanauto.RT.59.7.10FRT-59-7-Rasinski.pdf 27.7.22 - Year Two Data Meeting Sacred Heart Data Spreadsheet 2022 - Google Sheets As a grade, the Year Two teachers met with Vita Petavino to discuss student data (in particular Reading data) that had been uploaded to the school data spreadsheet during Term 2 and intervention programs that were being directly implement to support students who were deemed 'at risk' or 'critical. We identified the students and outlined how with the support of our Learning Support Offices were being utilised to support these 'most vulnerable' students. We discussed how Anabella had been asked to model consecutive Shared and Guided Reading sessions to the LSO's in 2.1 to upskill them directly so they could effectively support the 'at risk' and 'critical' students that they are supporting. These sessions were also videoed and shared with all the LSO's at their catch up meeting with Vita. Vita shared a slide presentation that re-introduced us to the "Read to Someone" strategy which could be used in conjunction with the daily 'read to self' and shared Reading program Guided Reading time. These slides were shared with the students to ensure effective and authentic implementation of the strategy. Each day the children have been explicitly exposed or allowed to practice some aspect of the program. The children seem to enjoy the different facets of the program including the 'I read-you read', choral reading appropach of either a same or different book. An Icon was added to the Guided Reading Task board to allow the children to engage in this activity during Guided Reading. SH READ TO SOMEONE Presentation - Google Slides We discussed how we were attempting utilise the additional LSO support that we were now receiving on a regular basis to differentiate 'Shared Reading to 'extend' the comprehension skill of those children reading above Level 25. 'During the meeting Vita also discussed the plan that would hopefully be implemented in Term 4 to assist with differentiating Shared Reading. This idea is hoped to 'extend' those students who are above Reading Benchmarks further and earlier because of Naplan in 2023 being scheduled to take place in Term 1.
0
0
13
Tracy Bellingham
Apr 18, 2021
0
1
9
Tracy Bellingham
Mar 24, 2020
In Tracy
PERFORMANCE GOAL By the end of 2020 I will have....further developed my skills and knowledge in Mathematics Expertise and Excellence so that I am proficient in creating and teaching meaningful Launch Tasks that allow me to cater for the individual learners in my class. Professional Development : Visited the numeracy site Professional Reading on Fluency Numeracy Leader Modelling a lesson Analysing Clinical Interview data and collaboratively planned and implemented a fluency program with grade partners. Term 1, Week 3 EVIDENCE I observed Marie teaching a Launch lesson. It reinforced the importance of 'painting a powerful' picture. The children, especially those who were taught by Marie last year, really enjoyed the lesson. Although I am using most of the pedagogical moves,Marie demonstrated that some are better suited at different times throughout the lesson. It was unfortunate that we didn't have time to talk about the lesson. Term 2 Professional Reading. Professional Reading : 5 Practices for Orchestrating Practical Mathematical Discussion There are 5 practices that assist teachers in making instructional decisions. These aspects are in relation to noticing student thinking and advancing the Mathematical thinking of the class. Anticipating- How might students approach the task? Monitoring- Observe student thinking Selecting- Choosing students that highlight Mathematical ideas Sequencing- Decide the order work will be presented and plan how e.g. Fishbowl Connecting- Compare and contrast student work, peer work and Mathematical ideas . What stood out to me is doing the task myself : When I do the task myself I am able to see how the students may interpret the task and anticipate where they might experience difficulties or hurdles. This will also ensure that I am actually teaching the content that I set out to teach. https://docs.google.com/presentation/d/1gWFVGbjYdQ_mw3Jhk_1zBOpJWqoiovh7qOdQnQIPmMs/edit https://docs.google.com/presentation/d/1_hoopP4JcZQ2_LxPDzZ2QFDVjCdWz1KaX5-Br7fNiCk/edit Professional Learning Into Action through clinical interviews: Each term, clinical interviews are undertaken to assess where students are in their learning and purposefully plan lessons to improve and extend their learning. Term 1 2020- Aspect 1 data collected Term 2 2020- Aspect 2 data collected and Aspect 1 of students who were below benchmark Term 3 2020- Aspect 2 data collected and Analysed and retested at the end of the term. Reflection : I feel like I am more up to date with the collecting of and anaysing of the data. I have tried to make more meaningful connections with the data that was collected. I have tried to use the clinical interview as a pre-assement and post assessment tool so that I can track the growth that was achieved because of the planned Launch tasks. A fluency program was developed based on the Clinical interview data for children with the classroom and for withdrawal of children at risk. The Fluency program focuses mainly on number such as number recognition, numbers before and after, identifying numbers, counting, partitioning, adding using a number line, adding through use of the split strategy and subtraction strategies. The fluency program is regularly updated revised to ensure students are continuously making progress. The daily withdrawal program is run by Suzi Esposito. Suzi regular provides feedback to the classroom teachers and together we meet and set activities for the upcoming weeks. During these meetings we also review the progress that has been made by individual children. The groups are very fluid-allowing children to move in and out of them depending on their needs and ensure that the maximum number of children receive support. LEARNING GOAL By the end of 2020 I will have engaged in professional learning that enhances my skills teaching reading to improve student engagement and student outcome. Term 1 Evidence Throughout the terms 1, 2 and 3 we....... Professional learning with Dee and Anabella during PPT - Looked at reading data from previous years and identified the areas of needs/areas of success in current students - Examined scope and sequence and reviewed current shared reading Professional Learning with Dee and Anabella during PPT - Revised the comprehension strategies and the scope and sequence of comprehension strategies Anabella modelled GR lessons focused on the comprehension strategy 'Making Connections.' It was great to watch Anabella and get new ideas on teaching this strategy to my core and extended group. During PPT the shared/modelled reading process was revised. This included revision of a book introduction, learning to read (concepts about print) and learning to comprehend. - Inferencing scaffolds introduced and language of inferencing to be used within our reading lessons. -Term 1 Reading records administered and data collected will be used to inform classroom teaching and learning Term 2 Evidence PPT with Anabella and Dee- Worked collaboratively as a team to plan shared and modelled reading lessons fortnightly that address learning to read and learning to comprehend. Each term the focus changes to ensure that all strategies are covered throughout the year. Learning to read (Mulitsyllabic words) - Reading tricky words - Reading long words -Chunking Learning to Comprehend - Predicting/activating prior knowledge - making connections text to self, text to text and text to world - summarising. Term 3 Evidence PPT with Anabella and Dee- Worked collaboratively as a team to plan shared and modelled reading lessons fortnightly that address learning to read and learning to comprehend. This term the focus is on : Learning to read - Regular past tense words -Irregular past tense words - Word endings - Reading for meaning- does it look right? Does it sound right? Does it make sense? Learning to Comprehend - Predicting/activating prior knowledge - Asking and answering questions - Inferring -Visualising Anabella Observation This term, Anabella modelled Shared Reading lessons based on learning to read and learning to comprehend. In the lessons the learning intention and success criteria was clearly displayed so that more visible to to the children.it was evident that students knew the outcome. Anabella modelled a lesson on predicting. It was good to see how she used think alouds to model to the students the process of her predicting and the way she justified why she was thinking that. In the second lesson, Anabella modelled reading past tense words. It was a very explicit lesson and she kept referring back to the success criteria during her think alouds. In her final lesson, Anabella modelled inferring and it was great to see how this was taught through use of inferring scaffolds. Many great strategies and I've adopted these into my own reading lessons. Shared/Modelled Reading Observation and feedback Anabella observed me teach a lesson on Inferring and reading past tense words. The feedback I received was positive and had shown that their was a shift in my classroom practise in shared reading . STAFF DEVELOPMENT DAY- Visible Learning and Reading This day was based on the reading progressions and as a Stage One team we looked at learning intentions, skills, concepts and contexts. It was a big learning area for all today and we left the day with a working document that is in progression: We are learning to read and understand sentences, words and texts CONCEPT Words Sentences Texts Text represents people, places and ideas Solving unknown words : We are learning to solve unknown words Punctuation creates meaning Grammatical patterns Express/interpret ideas sole SKILL Improve our understanding Solve Represent knowledge of texts Identify and recognise CONTEXT Nouns Pronouns Action verbs Base words Verbs/Adverbs Rhyming words Synonyms Clauses Learning Intentions We are learning to form our ideas through ... We are learning to solve unknown words We are learning that people, places, things and ideas are represented in texts. We are learning about parts of simple sentences We are learning that many sentences make/create a text We are learning to improve our understanding by recognising patterns We are learning how punctuation adds meaning We are learning how grammar helps make meaning 2020 Year 2 Term 3 Shared Reading Program .docx Download DOCX • 367KB
0
0
34

Tracy Bellingham

More actions