1. Child Study EDPROFST 608
Toby Blakey
By PresenterMedia.com

2. Background on 2 children School & Classroom context
Contents
Background on 2 children
School & Classroom context
My findings
Implications for practice

3. Classroom (Room 14, year 3) 27 children European (Dutch, Greek, German), Maori, Indian, Chinese (incl HK), Tongan, Samoan, Korean.

4. Child One: Background on Upesh
Male Age: 7 2 older siblings Riding his scooter, football. Mischevious

5. English 1 Attentive Evidence of autonomy Pair-work
Shows often that he is listening carefully to instructions and is able to follow them
Evidence of autonomy
Able to work independently of the teacher and classmates
Attempts to use dictionaries
Pair-work
Able to work in pairs for short periods of time

6. English 2 Reading Level orange – level 15 Slow but active reader
Writing
Needs help
Writing Sample
Spelling of HFW
Work on phonemic awareness
Visual memory
Familiarity with chunks, practice sounding out words
Guided writing
Guided reading practice – focus on grammar and word formation
Reading
Level orange – level 15
Running Record sample
Slow but active reader
Engages with texts
Uses meaning, syntax and visual clues
Errors based on visual cues
Self corrects
Uses pictures to assist reading
Accuracy: 93%
Instructional reader at this level.

7. Science Enthusiastic Attentive Keen to work with classmates
Directive role in group work

8. Te Reo Maori Interactions
Can be very particular about who he works with.
Easily distracted.
Follows the lead of less attentive classmates.
Contribution
Seems to enjoy Te Reo.
Contributes often and pays attention.
Has developed a good understanding of everyday phrases and responses to simple questions and instructions
Demonstrates self-regulation in pair work
Active participant.

9. Summary & Implications for practice
Guided writing
Enable Upesh to get the 1-1 attention he needs.
Guided reading
Guided reading – focus on other strategies (Meaning & Syntax)
Extensive reading
Groupings
Separated from disruptive classmates
Encouraged to sit at / near the front
Biddulph, J. (2002). The guided reading approach. MoE. (2010). Literacy Learning Progressions. MoE. (2003). Effective Literacy Practice.

10. Child Two: Background on Zane
Male Age: 8 3 older siblings Ice hockey, superheroes Enthusiastic

11. Maths Attends lessons with maths specialist. Contributes.
Creative thinker.
Likes “playing with the numbers”
Short attention span.
Easily distracted
Has difficulty working independently from teacher.

12. English Running record results: Independent reader at this level
Self-monitoring
Careful reader
Running Record
Audio sample of running record
Writing sample
Good attempts at sounding out words (rushet, dina, hafe, geve)
Has a clear voice in his writing.
To work on: Capital letters, full stops, compound sentences.
Spelling of hfw : said, could, half
Needs work on awareness of grapho-phoneme relationships

13. Summary & Implications for practice
Work on meta-cognitive skills
Encourage him to think about his learning and his approach.
Encourage his working away from the teacher (pair work)
Guided writing
Focus on needs – sound-letter rel.
Guided reading
Increase fluency
Continue with maths specialist
Buoncristiani, M., & Buoncristiani, P.(2012). Mindful students, skilful thinkers, thoughtful schools. 
MoE. (2010). Literacy Learning Progressions.
MoE. (2003). Effective Literacy Practice.

14. My learning Whole class teaching isn’t sufficient
Benefits of guided reading & writing
Scaffolding & Monitoring
Groupings of children
Roving eye / awareness
Tap into interests
Accountability & self-regulation
Metacognitive skills