When children make decisions about their learning based on standard teacher assessments.

The children receive regular, structured, timely and ongoing feedback that is aligned with teacher and student chosen learning objectives. We take standard assessment tasks and bring them alive for children.

Once we have carried out reading assessments with the children we share the findings with the children straight away. We point out what we have noticed in their reading.

Zoe: So I noticed when you wondered what the word was you stopped and used the pictures to help you. That is a strategy that seems to be working well for you. I also noticed that you keep reading until you run out of breath and don’t stop at the full stops.  That is something you could work on. What do you think you are good at as  reader? What would like to work on as a reader?

Child: I like the pictures. It tells you the story. I use the sounds to say the word. I want to use more sounds.

Zoe: So you want your reading goal to be about getting better at using sounds. How about if you work on using the ‘sh’ and ‘ch’ sounds in words like “ship”? I will type this for you and you can have it in on your book box and reading log.

When the children read at home or at school they can refer to their reading goal. We revisit their goal each time we read and children explain their progress. We also add a list of the next steps in reading for the parents and children to see. We talk to the children about these and mark off when we notice reading strategies. We also add questions in English and where possible in the home language, to prompt understanding of the text and build inferential understanding.

We carry out an assessment to learn which spelling patterns children need to work on. We believe children learn best from applying skills from their actually writing, not unconnected spelling lists. Each writer’s workshop folder has the next stages of spelling. The children also pick commonly misspelled sight words they want to work on. The children refer to them as they write.

 

 

 

 

 

 

We use a numeracy diagnostic interview with each child and discuss the results with them. We then give the children a numeracy learner profile. It targets the next stages they are working on. The children choose what they will work on each day and make a tally mark against the learning they choose that day.

 

 

 

 

 

 

Video of children taking control of their learning using their numeracy learner profile. Although the children have only been doing this for two weeks you can see how independent they are becoming and the decisions they are making about their own learning.

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