1. 1. Sinead HeckettsProfessional Inquiry 2014
2. 2. How does the use of co-constructed successcriteria in Reading increase childrens ability toreflect and succeed?
3. 3. My Target Students: My Students Needs:Whole Class in ability basedReading 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 beable to reflect on how they are going andwhat 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 ReadingProgression.4.For each WALHT find a piece of professional reading that will help me understandbetter how to explicitly teach that objective.5.Teaching sessions - using Sheena Camerons approach, where children are to co-constructthe success criteria for each WALHT.6.Summative assessment and reflections from the children. How do they think they arebetter 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 hasworked etc.
4. 4. What has changed?I am making better use of the modelling book to support childrenslearning and to help them reflect and set next learning steps.
5. 5. What has changed?I am making better use of themodelling book to supportchildrens learning and to helpthem reflect and set nextlearning steps.
6. 6. What has changed?I am making better use of the modelling book to support childrenslearning and to help them reflect and set next learning steps.
7. 7. What has changed? The children are more able to talk about the skills theyare using in Reading not just the contextBEFORE (this group was learning to scan)
8. 8. What has changed? The children are more able to talk about the skills theyare using in Reading not just the contextAFTER (the group was now learning to infer)
9. 9. What has changed? The children are more able to talk about the skillsthey are using in Reading not just the contextBEFORE (the group was learning to find information)
10. 10. What has changed? The children are more able to talk about the skillsthey are using in Reading not just the contextAFTER (the group was now learning to infer)
11. 11. What has changed? The children are more able to talk about how successcriteria can help them with their reading.
12. 12. What has changed?The Year 4 team have learned lots from eachother in this curriculum area through thisInquiry. Team meetingshttps://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
13. 13. What has changed?Follow up activities aremore closely related tothe WALHT and soreinforce andconsolidate the skillsbeing learned
14. 14. What has changed?READING INQUIRY DATA e-Asttle = Processes,Strategies and IdeasTerm 1 Term 3 Term 1 Term 3BFG GROUP (low at)ProbepassedProbepassed + / - e-Asttle e-Asttle + / -ENGMAN Ruby Purple 2 8-9 years +3 2B 2P +1FAIRBAIRN Luka Gold 28.5-9.5years +2 2B 2P +1HOWARTH Samuel Gold 1 8-9 years +3 2B 2P +1HUTTON Mika Orange 2 8-9 years +5 2B 2P +1WHITE Aston Gold 1 8-9 years +2 2B 2P +1WHITE-CHAMBERSFynn Gold 28.5-9.5years +2 2P 2A +1
15. 15. READING INQUIRY DATA e-Asttle = Processes and Strategies, and IdeasTerm 1 Term 3 Term 1 Term 3TWITS GROUP (above) Probe passed Probe passed + / - e-Asttle e-Asttle + / -ALLPRESS Lexi 8-9 years 9-10 years +2 3B 4A +5CULLEN Rico 8.5-9.5 years 9-10 years +1 2A 3A +3DENNEY J'me 8.5-9.5 years 9-10 years +1 3A 4A +3HOLLAND Maia 8.5-9.5 years 9-10 years +1 4B 5B +3LOWDEN-HAYWARDKeana 8.5-9.5 years 9.5-10.5 years +2 3A 4B +1REYNOLDS Imogen 8.5-9.5 years 9.5-10.5 years +2 2P 4A +7INTERESTING FINDINGS: The low/at group made more significant improvements in the Probe tests which are moreclosely linked to the s.c. we have been learning about. The above group made much more significant shifts in the e-AsTtle tests potentiallyshowing they are more able to make connections across different types of texts andbetween the reading skills.
16. 16. What are my next steps? I am now going to get groups using all the skillsthey have learned and working collaboratively byintroducing Reciprocal Reading to the groups. Whilst the children mostly know what they needto do better next time (i.e. finding the key wordsin the question) they still find it difficult to findtheir next learning goal on the progression (theydont know what they dont know). I am going toget the children to set their goals from theprogressions for next year to go on their reports.