Inquiry PD @ PES Term 1

 This post is based on an activity we did together during a staff meeting in Term 1. We had to think about our goals in a mask on and mask off world. 

Inquiry Action Plan - Literacy Focus

 

The Manaiakalani CoL Achievement Challenge that I want to base my inquiry around is:

1. Raise Māori (and Pacific) student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10
2. Lift the achievement for boys' writing Years 1-10
3. Lift the achievement in Reading for all students, with a particular focus on boys and Māori students (both genders) years 1-13

The core learning areas that I am inquiring into is Reading and Writing.

The lens that I intend to use is (all 4 of them):
1. Learning Behaviour/ Managing Self/ Setting of Norms
2. Cultural Responsiveness
3. Wellbeing/ Hauora
4. Language Acquisition

Inquiry Focus Inquiry Question

How to accelerate reading and writing achievement for students reading between 5.3 and 7 years in 8 months? (From Rooms 6, 7 & 8)

Inquiry Reflection 2021

 This has been a very unusual year for everyone. It's been a relief to finally get back to school. This is the final week that learning opportunities will be made available online for our students in Team 4. We had our final Google Meet for the benefit of our students at home, last week on Friday. Reports have been completed, which was also an interesting task as we did not get to see quite a few of our students during the lockdown.

Inquiry: It was hard to assess students as most of my literacy class did not attend the meets or return to school. It was interesting to note that during the lockdown, the students in the higher ability literacy groups attended the meets more regularly and more often than those who were in the lower reading ability group. I did wonder if this was due to more parental support at home, or whether they were more independent and able to access their learning. Many students from the lower ability group also had behavioural and/or self management issues as well, so were probably less inclined to join the online learning meetings. A few were also ESOL students. 

On Thursday we look forward to our end of year Awards day for the Junior and Senior School. I was actually surprised to feel quite relieved when I heard that both events would be held during the day. The Senior Awards are normally held in the evening so that our parents could attend. This year, it will be held outside under Te Kapua (sheltered structure) and will be live-streamed. 

Our teachers have worked incredibly hard this year and I am so proud of our team. 

Inquiry Update

 It's been two weeks since the start of the term where we decided to cross group for reading. The first week was really about finding out where all the students were at in terms of reading in their new groups. 

I have 6 reading groups (31 students) whose reading levels range from Red/Yellow level reading books to Purple/Gold readers. I see at least 3 reading groups once a day, so each reading group sees me for guided reading at least twice a week. So far my bottom three reading groups have started to take their reading books and spelling notebooks home. 

What has worked well so far?

* Consistently being able to have all students reading with me at least twice a week. 

* Students being engaged and focused on their reading during guided reading with me. 

* Testing spelling words on a Friday. 

What is not working too well so far?

* Monitoring what students are doing when they are not reading with me. 

* Getting the reading/writing tumble up and running properly with the new groups. 

* Lack of consistency with the Vocab Building activities across the groups.

Next steps: Look at resolving the issues above. 

Inquiry Focus 2021 - Cross Grouping for Literacy

In Term One the reading data for Team 4 was quite interesting. Across our team of around 150 students, we had quite a large group of students who were reading 'well below' and 'below' their expected reading age. This was a definitely a problem so I decided to base my inquiry around this issue. 

Rooms 6, 7, and 8 is mostly made up of Year 6 students with a large group of Year 5 students as well. During Term 1 the students all stayed in their home class for literacy throughout the day. In Term 2, I asked my colleagues if we could cross group our reading groups so that I could work with the students in my target group. 

Today was the first day meeting with my 'new' literacy group. We tried writing about todays immersion assembly and that's when I realised how much help most of the students needed in this group. Tomorrow we will start with the guided reading lessons. It's going to be an interesting term. 

Team 4 Reading Data and Stats March 2021

Team 4 is made up of Year 4, 5 & 6 students. There are mostly Year 5 & 6 students in our team. When I looked at the reading data for Team 4 I did not differentiate between the different year levels, I only looked at the actual reading ages across the team. After collating the data, I created a couple of graphs based on the overall reading ages of the students in Team 4. 

The first two graphs show that we have a large number of students who have a reading age of 8 years old. There are quite a few students reading above the age of 8, but also quite a few reading below 8 years. 

The next graph is a pie chart showing percentages of the different reading ages. I grouped the reading ages into 4 main groups:

* reading between 5.3 - 6.5 years

* reading between 7 - 8.5 years

* reading between 9 - 10.5 years

* reading between 11 - 12.5 years

The pie chart shows that:

* Less than 20% of students in Team 4 are reading above their age
* Around 20% of students in Team 4 are reading AT their age
* Just over quarter of students in Team 4 are reading Well Below their age
* 35% of students in Team 4 are reading Below their reading age

This means that around 60% of students in Team 4 are reading Well Below or Below their expected reading age.

Having said that, I have not accounted for the actual age of each child, as we have a few in Year 4. But it is clear that we have a problem with reading in Team 4. 

Pasifika Fono @ PES

Last night I attended a Pasifika Fono (PELP - Pasifika Early Literacy Project) which was held at school in our staffroom.  We were there to talanoa (talk) about the  Pacific/Pasifika dual language books that our children’s teachers are using in the classroom. The purpose was to help support our parents and to grow the literacy skills of our Pasifika students.

We were really lucky to have Dr Rae Si’ilata joining us to lead this Fono along with the following cultural leaders, some of who are ex-teachers:

• Gagana Samoa: Deborah Meafua-Siafolau

• Lea Faka-Tonga: Luti Tafea

• Te Reo Māori Kūki 'Airani: Peta Ravlich

• Vagahau Niue: Lino Nelisi

Dr Rae Si’ilata presented an amazing presentation about why it is so important to use our 'heart' languages and for Pasifika children to be able to hear their own stories in the books that they read. I was fortunate to spend time with Lino Nelisi who has written many books in both English and Niuean.