Meeting Student Needs In Literacy  Parent Forum Wednesday 27th August 2008

Agenda Tracking Student Progress Case Studies - Yr 1 & Yr 4 Parent Strategies to Support Q & A

System Priority Meeting the need of every student Using data to make make decisions about What, When, Where, Why, How, to teach

Tracking Data K & Yr 1 - system based early years assessment Yr 2-6 what to do? Yr 2 - Waddington Reading & Spelling Yrs 3-6 TORCH assessment

Overview of Case Studies Purpose - better meet the needs of individual students Prioritised areas - Reading & Writing 3 days per week Tues, Wed, Thurs Involving the Learning Support Team - including ESL, Literacy Support, Student Welfare, Teacher Assistants, PART parents, Special Needs

Waves of Intervention Wave 3 - in need of very personalised interventions 20% approx Wave 2 - some additional supports required 20% approx 60% approx Wave 1 - Inclusive first quality teaching for all Source: http://www.ioe.ac.uk/schools/ecpe/readingrecovery/pages/index_handouts_A.pdf

Year 1 in Focus Class teachers wanting to better meet the diverse need in their classes. Wide range of reading readiness Formative years - vital to get it right at this point. Proposal to streamline class support and target students at greatest risk of literacy failure 3 days per week Tues,Wed,Thurs

Year 1 in Focus Students grouped according to need. Using data from assessments incl. Early Years Assessment, running records, observations etc. 4 groups formed Bottom 20% supported by Learning Support Team. Rest of the students supported in class at their most appropriate level. Each group targeted to their level Focus on developing reading and writing

Year 4 Bottom 20% of students targeted - including ESL, Special Needs and other students at risk in Literacy. Groups formulated on assessment and classroom observation Balance of class remains with their teacher - not divided according to ability. More effective use of support. 3 days per week - Tues, Wed, Thurs

Year 4 Focus on reading, writing and working with text Reading - leveled text, focus on fluency, sight words, comprehension Writing - reviewing, explanation, spelling, Working with Text - responding to text through drawing, discussion, word study, interpretation

Parent Strategies Parents are the first and most important teachers Reading is like riding a bike. You watch little ones beginning to ride a bike; they’re wobbling all over the place. But as we practice and practice, we don’t ever think about pedaling anymore. Eventually we can ride with no hands. G. Reid Lyons

Parent Strategies - Preschool & Kindergarten Read together every day Give everything a name Read with fun in your voice Know when to stop Read it again and again and again Point out print everywhere Trace and say letters Say tongue twisters, play sound games Watch my lips Get your child assessed if you suspect a problem - GP, hearing, vision, occupational therapist, speech therapist, paediatrician

Parent Strategies Yrs 1- 3 Take a book wherever you go Once is not enough - reread favourite stories Discuss the story Regulate television I read, you read Tell family stories Play word games in the car Talk about every day activities and events

Parent Strategies Be patient Set up your child for success Give your child a clue - pause, prompt, praise Engage your child in every day activities - shopping Set an example - read in front of your child - talk positively about books

Strategies For Parents http://www.pbs.org/launchingreaders/parenttips_1.html http://www.rif.org/parents/tips/default.mspx http://teams.lacoe.edu/documentation/classrooms/parents/teacher/reading.html http://www.topmarks.co.uk/Parents/ReadingTips.asp