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2. 2 Outcomes for the Session To develop an understanding of:  The teaching/learning cycle;  The definitions of terms used in English; and  The components of a balanced daily English block or session.

3. 3 Reporting Planning and programming Classroom Practice Assessing & Recording Ongoing Evaluation Where are they going? How are they going to get there? How do I know when they get there? Where are they now? Achievement Standards Monitoring Content Descriptions Teaching & learning experiences The Teaching and Learning Cycle

4. 4 Using Data Planned use of data is a common characteristic among schools that are high performing in terms of student achievement. The use of data to drive educational decision making results in changes in teacher practice and school culture.

5. 5 Using Data Best practice would dictate that we cannot meet students’ educational needs if we do not know what their needs are. Therefore it is important to collect baseline data: to inform where a student is currently performing for a comparison of knowledge gained to show growth to provide guidance for teachers to plan future learning and teaching

6. 6 Standardised Assessment Schedule It is recommended that an annual formal assessment schedule be implemented across all grades. This ensures a coherent and progressive collection of achievement data for each child.

7. 7 The data needs to be accessible yet secure: all teaching staff need to have easy access for privacy reasons it needs to be stored so it can only be accessed by approved staff The data needs to be meaningful: scores linked to school benchmarks teachers test to gain an insight into how each student thinks and learns The data needs to be easily recorded: to be user friendly and time efficient needs to be stored digitally

8. 8 Pattern analysis – Are there patterns or trends in these data? Interpretation – What are these patterns and trends saying about the learning and teaching that underpin the data? Reflection – What might this mean for my teaching? What is it saying about the students’ learning (or failure to learn)? Discussion – Each of the above sets of questions can be tackled in a more robust way when conducted in a supportive group environment Process for Analysis

9. 9 Key uses of classroom data, by the teacher guide the design of a learning environment to match the class profile directly inform teaching practice show trends in student learning report student progress to parents and students guide classroom planning group students. Teacher Use of Data

10. 10 What Data? GRADESFORMAL ASSESSMENTTIME FRAME PREP Marie Clay’ Observational Survey  Letter Identification Test  Phonemic Awareness Assessment  Word Reading Test  Concepts of Print  Writing Vocabulary March November Running RecordT3/T4 YEAR 1 Marie Clay’ Observational Survey (If required)  Letter Identification Test  Phonemic Awareness Assessment  Word Reading Test  Concepts of Print  Writing Vocabulary March November Burt Word TestMarch – Optional November Peter’s Spelling in ContextMarch – Optional November PAT-R ComprehensionNovember Running recordT1/T2/T3/T4

11. 11 What Data? YEAR 2 Burt Word TestMarch November Peter’s Spelling in ContextMarch November PAT-R ComprehensionNovember Running record Year 2 NET T1/T2/T3/T4 YEAR 3 -7 Burt Word TestMarch November Peter’s Spelling in ContextMarch November PAT-R ComprehensionNovember Running record (Appropriate levels can be ascertainted using Elley Noun Count – NZCER or other leveling methods) T1/T2/T3/T4 NAPLAN (Yr 3, 5 and 7)May

12. 12 English is social and purposeful. English learning is interactive. English learning must be embedded in context and purpose. English learning must be connected to the world in which people lived.

13. 13 MODELLED ENGLISH Usually whole class. Teacher selects/constructs a text. Teacher demonstrates strategies being used – think aloud

14. 14 SHARED ENGLISH Usually whole class. Interactive procedure Teacher and students construct or deconstruct text together to gain meaning.

15. 15 GUIDED ENGLISH Teacher guides children’s attempts to use strategies. Small group of like ability. Comprehension strategies used before, during and after process. At instructional level

16. 16 INDEPENDENT ENGLISH Teacher selects independent activities for the purpose of responding to and appraising a range of texts. Individual. Students reflect, develop and construct new meaning.

17. 17 ToWithBy Child Takes Major Responsibility Modelled Reading Shared reading Guided reading Independent reading Modelled writing Shared and interactive writing Guided writing Independent writing Modelled speaking and listening Shared and interactive speaking and listening Guided speaking and listening Independent speaking and listening Continuum of Support David Hornsby, 2000 Teacher Provides Maximum Support

18. 18 Meaning Context PurposeAudience Embedded in Balanced daily English sessions

19. 19 A range of resources – literary and factual for modelled reading e.g. big books, picture books, novels Reading Embedded in meaning ContextPurposeAudience Through ModelledGuidedIndependent LessonsLessonsLessons Visual Literacy Integrated with writing and speaking and listening Reader response Levelled resources for Guided Reading Opportunities for reading aloud e.g choral reading, reader’s theatre, oral reading Students that are matched to text – book talk, guided reading Does your reading programme include: Integrated content with LA’s Developing the four resource model - code breaker - text participant -text user - text analyst Integration of ICT Reading by children for enjoyment Comprehension skills and strategies – literal, inferred, creative Developing the four sources of information: - meaning - structure - visual - grammar of the language A variety of listening strategies Monitoring and assessment strategies A variety of text types Critical Literacy

20. 20 Writing Embedded in meaning ContextPurposeAudience Through ModelledGuidedIndependent LessonsLessonsLessons (Assessment) Criterion Marking Integrated with reading, talking and listening Word lists Vocabulary extension Conventions of written texts (grammar/spelling) Does your writing programme include: Integrated content with LA’s Integration of ICT Spelling - phonological -visual - morphemic - etymological Structure and language features of a variety of texts Meaningful, relevant and interesting topics Variety of text types (literary/Factual)

21. 21 Speaking and Listening Embedded in meaning ContextPurposeAudience Through ModelledGuidedIndependent LessonsLessonsLessons Non verbal Gestural Verbal Voice Tenor Oral retells Integrated with reading and writing Specialised vocabulary Deep substantial conversation Courtesies of social conventions Response activities Does your speaking and listening programme include: Recitation Role Play Group activities Choral Reading Question/Answer activities Spoken texts Discussion and debate Listening activities Spoken grammatical patterns Opportunities to express ideas Formal/Informal Monitoring and assessment strategies Following/interpreting instructions Integration of ICT

22. 22 Assessment

23. 23 Record Keeping Standardised test data What else? First Steps continua? Writing samples? How many? Running records? Speaking and Listening?