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
Reading and Writing
SPS August 2010
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
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
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
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.
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.
An Observation Survey of Early Literacy Achievement, M. Clay 2nd Edition 2002
Teachers need to make “OTJ’s about a students progress and achievement - they are “required to use several sources of evidence…”
Making an overall teacher judgement (OTJ) in relation to the Reading and Writing Standards.
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
Observation of Process
Evidence gained from informal assessment opportunities:
Evidence arising from Learning Conversations:
Overall Teacher Judgement
Evidence gained from assessment tools, including standardised tools:
What is involved
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
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)
Begin developing teacher friendly reading stages for the LLP