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Child Study EDPROFST 608

Child Study EDPROFST 608. Toby Blakey. By PresenterMedia.com. Contents. Classroom (Room 14, year 3) 27 children European (Dutch, Greek, German), Maori, Indian, Chinese ( incl HK), Tongan, Samoan, Korean. Child One: Background on Upesh. Male Age: 7 2 older siblings

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Child Study EDPROFST 608

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

  2. Contents

  3. Classroom (Room 14, year 3)27 childrenEuropean (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 • 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 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 Biddulph, J. (2002). The guided reading approach.  MoE. (2010). Literacy Learning Progressions. MoE. (2003). Effective Literacy 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

  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 • 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 Running record results: • Independent reader at this level • Self-monitoring • Careful reader • Running Record • Audio sample of running record

  13. Summary & Implications for practice • Buoncristiani, M., & Buoncristiani, P.(2012). Mindful students, skilful thinkers, thoughtful schools.  • MoE. (2010). Literacy Learning Progressions. • MoE. (2003). Effective Literacy 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

  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

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