Outcomes for the Session

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

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. 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. 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. 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. Process for Analysis 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

9. Teacher Use of Data • 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.

10. What Data?

11. What Data?

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

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

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. 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. Continuum of Support Teacher Provides Maximum Support David Hornsby, 2000

18. Embedded in Context Meaning Balanced daily English sessions Purpose Audience

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

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

21. Embedded in meaning Context Purpose Audience Through Modelled Guided Independent Lessons Lessons Lessons Speaking and Listening Spokengrammaticalpatterns Non verbalGesturalVerbal Voice Tenor Integrated with reading and writing Courtesies of socialconventions Following/interpretinginstructions Opportunities to express ideasFormal/Informal Monitoring and assessment strategies Deep substantial conversation Specialised vocabulary Integration of ICT Does your speaking and listening programme include: Recitation Oral retells Question/Answeractivities Discussion and debate Role Play Listeningactivities Group activities ChoralReading Response activities Spokentexts

22. Assessment

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