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Cluster Literacy and Assessment Focus (2010). St Leonards School Ravensbourne School Sacred Heart School Broad Bay School Waihola School. Background…. Three schools part of MOE literacy contract in 2009 – Strengthening New Entrant Teaching Principal group of 5 schools – PLG

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cluster literacy and assessment focus 2010

Cluster Literacy and AssessmentFocus (2010)

St Leonards School

Ravensbourne School

Sacred Heart School

Broad Bay School

Waihola School

background

Background…

Three schools part of MOE literacy contract in 2009 – Strengthening New Entrant Teaching

Principal group of 5 schools – PLG

Change in advisory support 2010 –limited support for Literacy in our schools

National Standards introduced

Highlighted need to continue with literacy PD

Two principals part of EPDP (action research as part of this into Effective Learning Communities in small schools)

All small schools (three or fewer teachers, Years 1-8 included)

focus on assessment and otj

Focus on assessment and OTJ…

In particular moderation and teacher judgements

Development of broad syndicates across the schools

Development of Professional Learning Community

Strengthen practice (focus on Inquiry into Practice as part of NZC, Literacy teaching and learning and assessment )

Consolidate individual schools practice and beliefs around writing/literacy (support development of school curriculum delivery)

actions

Actions…

Initial meeting with Principals to plan professional development (writing focus)

Initial staff meeting (with all schools) to discuss their needs/wishes and set up syndicates

Moderation of writing in syndicates - Personal Experience writing samples ( school samples all very different not uniform or consistent samples) against Exemplars and LLP and National Standards

Opportunities for informal chat about classroom practice (in syndicates)

Discussion of in class observations/critical friend visits

issues
Issues…
  • Syndicates too big and varied in terms of class levels (years)
  • Experience of staff and needs varied
  • Confidence and trust between schools/staff
  • Validity of writing samples
  • Co-ordination of five schools for meetings
success
Success
  • Cluster wide samples of annotated writing across the curriculum developed
  • Cluster syndicates working well – sharing of practice and teaching methodology
  • Trial of assessment tasks led to development of cluster writing tasks that support good OTJ
  • Professional Learning Community established
the plan so far
The Plan so far…
  • Identifying Good Writing – each school to establish own statement on Good Writing and some criteria
  • Share/discuss at cluster syndicate meeting with samples and how can we provide for this in our programmes and share with our writers
  • NEMP tasks – moderate and cross cluster mark/review (OTJ)
what makes good writing
What Makes Good Writing?
  • School Literacy Philosophy - Identifying Good Writing (sample 1)
  • We believe good writing is writing that is easy to follow (well structured, has a sense of purpose and accuracy) is easy to read, relates to the reader and is writing that takes the reader into the writing.
  • It is achieved by: clear use of appropriate language to describe, explain, express, communicate, instruct; a structure that matches the purpose of writing and has content and ideas that support the writing always looking to engage the reader.
what makes good writing1
What Makes Good Writing?

What is good writing? (sample 2)

  • Junior
  • Planned – picture or simple brainstorm
  • Voice is evident
  • Ideas recorded
  • Simple sentences
  • Some control over basic print conventions – capital letters, full stops
  • It makes sense
  • The children use what they know about letter sounds, sight words
  • Children can talk about their writing
  • The use of precise language
  • Senior
  • Structured
  • Planned
  • Consistent use of punctuation
  • Clarity of ideas
  • Child’s voice comes through
  • Can discuss confidently their writing
  • Language resources varied and interesting
  • Edited
  • Precise language – nouns and verbs
  • Different text types?