Meeting Student Needs In Literacy

Parent Forum

Wednesday 27th August 2008

Agenda

• Tracking Student Progress

• Case Studies - Yr 1 & Yr 4

• Parent Strategies to Support

• Q & A

System Priority

• Meeting the need of every student• Using data to make make decisions

about– What,– When,– Where,– Why,– How, to teach

Tracking Data

• K & Yr 1 - system based early years

assessment

• Yr 2-6 what to do?

• Yr 2 - Waddington Reading & Spelling

• Yrs 3-6 TORCH assessment

Overview of Case Studies

• Purpose - better meet the needs of individual

students

• Prioritised areas - Reading & Writing

• 3 days per week Tues, Wed, Thurs

• Involving the Learning Support Team -

including ESL, Literacy Support, Student

Welfare, Teacher Assistants, PART parents,

Special Needs

Waves of Intervention

Wave 3 - in need of verypersonalised interventions

Wave 2 - some additional supports required

Wave 1 - Inclusive first quality teaching for all

20% approx

20% approx

60% approx

Source: http://www.ioe.ac.uk/schools/ecpe/readingrecovery/pages/index_handouts_A.pdf

Year 1 in Focus

• Class teachers wanting to better meet the diverse need in their classes.

• Wide range of reading readiness• Formative years - vital to get it right at this

point. • Proposal to streamline class support and

target students at greatest risk of literacy failure

• 3 days per week Tues,Wed,Thurs

Year 1 in Focus

• Students grouped according to need.• Using data from assessments incl. Early Years

Assessment, running records, observations etc.• 4 groups formed• Bottom 20% supported by Learning Support

Team.• Rest of the students supported in class at their

most appropriate level.• Each group targeted to their level• Focus on developing reading and writing

Year 4

• Bottom 20% of students targeted - including ESL, Special Needs and other students at risk in Literacy.

• Groups formulated on assessment and classroom observation

• Balance of class remains with their teacher - not divided according to ability.

• More effective use of support.• 3 days per week - Tues, Wed, Thurs

Year 4

• Focus on reading, writing and working with text

• Reading - leveled text, focus on fluency, sight words, comprehension

• Writing - reviewing, explanation, spelling, • Working with Text - responding to text

through drawing, discussion, word study, interpretation

Parent Strategies

• Parents are the first and most important teachers

• Reading is like riding a bike. You watch little ones beginning to ride a bike; they’re wobbling all over the place. But as we practice and practice, we don’t ever think about pedaling anymore. Eventually we can ride with no hands.

G. Reid Lyons

Parent Strategies - Preschool & Kindergarten

• Read together every day• Give everything a name • Read with fun in your voice• Know when to stop• Read it again and again and again• Point out print everywhere• Trace and say letters• Say tongue twisters, play sound games• Watch my lips• Get your child assessed if you suspect a problem - GP, hearing,

vision, occupational therapist, speech therapist, paediatrician

Parent StrategiesYrs 1- 3

• Take a book wherever you go• Once is not enough - reread favourite stories• Discuss the story• Regulate television• I read, you read• Tell family stories• Play word games in the car• Talk about every day activities and events

Parent Strategies

• Be patient

• Set up your child for success

• Give your child a clue - pause, prompt, praise

• Engage your child in every day activities - shopping

• Set an example - read in front of your child - talk positively about books

Strategies For Parents

• http://www.pbs.org/launchingreaders/parenttips_1.html

• http://www.rif.org/parents/tips/default.mspx

• http://teams.lacoe.edu/documentation/classrooms/parents/teacher/reading.html

• http://www.topmarks.co.uk/Parents/ReadingTips.asp