Appraisal Feedback 1/8/16 Math: Biggest area of challenge Moving across a range of topics as children not retaining strategies, or knowing when to apply them. A lot is based on Term 2 Gloss testing.
Staff discussion - consider how to begin to introduce the idea of choosing an appropriate strategy to solve problems from Y1 level rather than just pushing up with new strategy and number knowledge in isolation.
Reading: Biggest success area, especially Anna-Rose. 75% class are target readers. Started with Erin taking groups for reinforcement (second run of their books). Two children already on the Reading Recovery programme. Noting some significant progress. Children are self-correcting and correcting others.
Issue between children’s progress and need to meet standards at particular points
Writing: Lesser focus on writing due to strong focus on reading. Team working on writing this term. Reintroducing the COPS model (Capitals, Organisation, Punctuation and Spelling) Writing motivation: Using teaching UK web site to work to as a starter
Anything we can help with? Query – can children see the application behind the strategy teaching
Teacher Aide use: Floats across the class while teacher works with lowest achieving writers.
Happier with the writing that is happening and is making progress. Shuffled writing to fit with Teacher Aide time. Using different types of words (colour, size, action, verb). Targets: trying to work with targets but there is a lot of whole class instruction as there are gaps. Marie linking literacy with what we are working on in class. Children are excited to share what they have learned and recognises it in their writing.
The questions from my email of 15/11/16 Goals: Have you met them? Why / Why not and what stopped you if you didn't? What have you done to improve your practice to support student learning? What evidence do you have that this has been successful? Which learner's progress surprised you? Why? Which learner did not make the progress they needed to? Why not?
Appraisal Feedback 1/8/16
ReplyDeleteMath:
Biggest area of challenge
Moving across a range of topics as children not retaining strategies, or knowing when to apply them. A lot is based on Term 2 Gloss testing.
Staff discussion - consider how to begin to introduce the idea of choosing an appropriate strategy to solve problems from Y1 level rather than just pushing up with new strategy and number knowledge in isolation.
Reading:
Biggest success area, especially Anna-Rose.
75% class are target readers. Started with Erin taking groups for reinforcement (second run of their books). Two children already on the Reading Recovery programme. Noting some significant progress. Children are self-correcting and correcting others.
Issue between children’s progress and need to meet standards at particular points
Writing:
Lesser focus on writing due to strong focus on reading. Team working on writing this term. Reintroducing the COPS model (Capitals, Organisation, Punctuation and Spelling)
Writing motivation: Using teaching UK web site to work to as a starter
Anything we can help with?
Query – can children see the application behind the strategy teaching
Teacher Aide use:
Floats across the class while teacher works with lowest achieving writers.
Happier with the writing that is happening and is making progress.
ReplyDeleteShuffled writing to fit with Teacher Aide time.
Using different types of words (colour, size, action, verb).
Targets: trying to work with targets but there is a lot of whole class instruction as there are gaps.
Marie linking literacy with what we are working on in class. Children are excited to share what they have learned and recognises it in their writing.
The questions from my email of 15/11/16
ReplyDeleteGoals: Have you met them? Why / Why not and what stopped you if you didn't?
What have you done to improve your practice to support student learning? What evidence do you have that this has been successful?
Which learner's progress surprised you? Why?
Which learner did not make the progress they needed to? Why not?