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Administration Updates. Keep updating your appraisal reflections & ICT expenditure Staff Mtg’s NS Writing and Reading NS Writing and reading (cont.), Report Form, Assessment processes Call back in Friday 8 Oct. for report training BOT visit - begin in Year 1- 2 moving to Year 5-6

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administration updates
Administration Updates
  • Keep updating your appraisal reflections & ICT expenditure
  • Staff Mtg’s
    • NS Writing and Reading
    • NS Writing and reading (cont.), Report Form, Assessment processes
    • Call back in Friday 8 Oct. for report training
  • BOT visit - begin in Year 1- 2 moving to Year 5-6
  • CWSN meeting next week

Making Sense of the

Reading and Writing


SPS August 2010

Peter Mulcahy



  • Key messages and introduction to the
  • Mathematics Standards.
  • Assessment and Overall Teacher
  • Judgement (OTJ).
  • Reflection of Evidence.

Literacy Standards Key Messages:

  • 1. Demands of literacy across the curriculum and the shift after 3 years at school
  • “ In the early years, students engage mostly with texts and tasks that have been deliberately chosen to advance their literacy learning (see page 9), but as they progress through school, they are increasingly required to read and write texts for other learning purposes.”(National Standards, p. 5, paragraph 4)
2. Use of Ready to Read Series

Free to all schools, developed in New Zealand to support teaching and learning.

The Ready to Read series is the core instructional series for New Zealand students in years 1-3…

3. Consequences of choice of text

“consequences that their choices of written texts and related tasks have, for their students, in particular curriculum areas.”

National Standards, page 8, bottom column 1 top column 2

4. The difference between Yrs 5&6, 7&8 lies in the increased accuracy and speed

The text and task demands of the curriculum .. E.g. Standards, bottom of pgs 28,31

5. The illustrations of the standard and how they illustrate behaviours, and are examples of the skills, knowledge, and strategies that the student independently uses when working with a variety of texts. The characteristics of text become more complex from year to year. Refer to N.S page 18

chapter 3 p49
Chapter 3 p49

6. OTJs/Key messages

Refer to National standards page 13

Teachers required to use several sources of evidence in order to make a sound judgement about whether a student meets the standard. See chapter 3 of the Effective Literacy Practice handbooks for information about reliable sources of evidence. P.13 National Standards

7. Seen Text for Running Records

As part of the OTJ we are using evidence from seen text

“The reason for using a seen text for the instructional level record is that we want to see how well the reader orchestrates the various kinds of reading behaviors he controls, given that his reading is being guided by the meaningfulness of the text.”

p.23 (An Observation Survey of Early Literacy Achievement)

Using “Seen” and “Unseen” Texts Using Running Records: A Resource for New Zealand Classroom Teachers MOE 2000

“The text used for a Running Record will usually be a seen text-one that the student has previously read. It will not, however, be a text that the child has read so often that they may have memorised the entire text (5). For example: the text selected will be a text that the child has recently read during a guided reading lesson. The child’s familiarity with the text will support the reading by providing prior knowledge of the content and language, and so the reading is likely to be an example of the best processing that the student can do.

Usually the “seen”text is a text that the child has previously read once only. Emergent readers, however, may be given texts that they have read several times before, because this can help them feel at ease as they get used to the process of having a record of their reading taken.

8. Running Records are valuable

Not only do they offer us a detailed look into a child’s developing processing system but they also provide evidence of what is emphasised and neglected in a teachers’ classroom instruction.

Page 79

An Observation Survey of Early Literacy Achievement, M. Clay 2nd Edition 2002

9. OTJ’s

Teachers need to make “OTJ’s about a students progress and achievement - they are “required to use several sources of evidence…”

definitions of achievement
Definitions of achievement

Above: A student’s current level of achievement maps more closely to a standard above that year's standard.

At: A student is currently meeting the standard.

Below: A student is not currently meeting the standard and maps more closely to the preceding year's standard,

Well below: A student’s current achievement against the standard is such that it maps more closely to a standard more than one year below

sources of evidence to support decision making
Sources of evidence to support decision-making

Observation of Process

Evidence gained from informal assessment opportunities:

Learning Conversations

Evidence arising from Learning Conversations:

  • Focussed Classroom Observation
  • An Observation Survey of Early Literacy Achievement
  • Student books and tasks
  • Running Records
  • Student peer assessment
  • Conferencing
  • Interviewing
  • Questioning
  • Explaining
  • Discussing

Overall Teacher Judgement

Test Outcomes

Evidence gained from assessment tools, including standardised tools:

  • An Observation Survey of Early Literacy Achievement
  • PAT
  • STAR
  • e-asTTle/AsTTle V4
alignment of tools
Alignment of Tools
  • Alignment of Tools website: Reading
  • Alignment of Tools website: Writing
making an otj
Making an OTJ

What is involved

in this?

while deciding the otj consider the evidence
While deciding the OTJ consider the evidence:

Principles we need to apply when considering evidence

Relevance – is it relevant? What makes it relevant?

Alignment – does it contribute to ‘best fit’ decision making?

Independence – is it reflective of student’s independent work?

“When making overall judgements, it is not enough

for teachers to consider how well a student is reading and

writing. Teachers need to specifically consider how well each

student is using reading and writing as interactive tools to

enable them to learn in all curriculum areas”

Reading and Writing Standards pg 13


Activity - Assessment of children to a Standard:

    • On your personalised sheet record your decision for some of the samples:
    • Do your own year level first.
    • Attempt other children close to your level.
    • Discuss a couple of samples
    • Teacher curriculum and pedagogical content knowledge is essential for making a dependable OTJ.
    • Overall teacher judgements, constructed with students, are the basis of the reporting in relation to National Standards.


Reading and Writing

- the LLP



The standards are signposts that indicate where most students can reasonably be expected to sit on the NZC road map at particular points in time. The Literacy Learning Progressions indicate what students need to be able to know, do and understand to move between signposts.

“The framework of the standards is the same as that of the Literacy Learning Progressions. “ (pg. 8)


Literacy Learning Progressions


Begin developing teacher friendly reading stages for the LLP