Sinead Heckett’sProfessional Inquiry 2014

How does the use of co-constructed success criteria in Reading increase children’s ability to

reflect and succeed?

My Target Students: My Students Needs:

Whole Class in ability based Reading groups.

Tracking in detail Trots (low at)

group and Twits group (above)

To know what they are learning in Reading, to know how they can be successful, to be able to reflect on how they are going and what they need to do next.

How I will meet those needs using effective teaching strategies?

1.Get baseline data in the form of last year's results and assessments taken in first term,

including PAT, e-AsTtle, Probe tests.

2.Share assessment with children and decide on group goals.

3.For each WALHT chosen connect the e-AsTtle objective to the goal from the Reading

Progression.

4.For each WALHT find a piece of professional reading that will help me understand

better how to explicitly teach that objective.

5.Teaching sessions - using Sheena Cameron’s approach, where children are to co-

construct the success criteria for each WALHT.

6.Summative assessment and reflections from the children. How do they think they are

better at this skill now, are they ready to try a different skill.

7.Discuss at team level and use for Coaching sessions to allow for sharing of what has

worked etc.

What has changed?I am making better use of the modelling book to support children’s

learning and to help them reflect and set next learning steps.

What has changed?

I am making better use of the modelling book to support

children’s learning and to help them reflect and set next

learning steps.

What has changed?I am making better use of the modelling book to support children’s

learning and to help them reflect and set next learning steps.

What has changed?I am making better use of the children’s books to support their learning and to help them reflect and set next learning steps.

What has changed?• The children are more able to talk about the skills they

are using in Reading not just the context

BEFORE (this group was learning to scan)

What has changed?• The children are more able to talk about the skills they

are using in Reading not just the context

AFTER (the group was now learning to infer)

What has changed?• The children are more able to talk about the skills

they are using in Reading not just the context

BEFORE (the group was learning to find information)

What has changed?• The children are more able to talk about the skills

they are using in Reading not just the context

AFTER (the group was now learning to infer)

What has changed?• The children are more able to talk about how success

criteria can help them with their reading.

What has changed?

The Year 4 team have learned lots from each other in this curriculum area through this

Inquiry.

• Team meetings https://docs.google.com/a/redbeach.school.nz/document/d/1-uvhjA_mhTHwFPErzROl_xus9xlfvTVaAblVyiOXKAI/edit

• Coachinghttps://docs.google.com/a/redbeach.school.nz/document/d/1F1wUp2wP_yQzTV9pu1LVdgzQ2zq7MWDjbJk0pWm0PoI/edit

• Sharing resources

• Discussing professional readings

What has changed?

Follow up activities are more closely related to

the WALHT and so reinforce and

consolidate the skills being learned

READING INQUIRY DATA e-Asttle = Processes, Strategies and Ideas

Term 1 Term 3 Term 1 Term 3

BFG GROUP (low at)Probe passed

Probe passed + / - e-Asttle e-Asttle + / -

ENGMAN Ruby Purple 2 8-9 years +3 2B 2P +1

FAIRBAIRN Luka Gold 28.5-9.5 years +2 2B 2P +1

HOWARTH Samuel Gold 1 8-9 years +3 2B 2P +1

HUTTON Mika Orange 2 8-9 years +5 2B 2P +1

WHITE Aston Gold 1 8-9 years +2 2B 2P +1

WHITE-CHAMBERS Fynn Gold 2

8.5-9.5 years +2 2P 2A +1

What has changed?

READING INQUIRY DATA e-Asttle = Processes and Strategies, and Ideas

Term 1 Term 3 Term 1 Term 3

TWITS GROUP (above) Probe passed Probe passed + / - e-Asttle e-Asttle + / -

ALLPRESS Lexi 8-9 years 9-10 years +2 3B 4A +5

CULLEN Rico 8.5-9.5 years 9-10 years +1 2A 3A +3

DENNEY J'me 8.5-9.5 years 9-10 years +1 3A 4A +3

HOLLAND Maia 8.5-9.5 years 9-10 years +1 4B 5B +3

LOWDEN-HAYWARD Keana 8.5-9.5 years 9.5-10.5 years +2 3A 4B +1

REYNOLDS Imogen 8.5-9.5 years 9.5-10.5 years +2 2P 4A +7

INTERESTING FINDINGS:• The low/at group made more significant improvements in the Probe tests which are more

closely linked to the s.c. we have been learning about.• The above group made much more significant shifts in the e-AsTtle tests potentially

showing they are more able to make connections across different types of texts and between the reading skills.

What are my next steps?

• I am now going to get groups using all the skills they have learned and working collaboratively by introducing Reciprocal Reading to the groups.

• Whilst the children mostly know what they need to do better next time (i.e. finding the key words in the question) they still find it difficult to find their next learning goal on the progression (they don’t know what they don’t know). I am going to get the children to set their goals from the progressions for next year to go on their reports.