GRADUATING TEACHER STANDARDS for Kelly Bliss...

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University of Otago College of Education

Te Kura Akau Taitoka

Paper Code and Title: EDCR331 – Primary Curriculum English & Mathematics 3

Student to complete this section

Student Name Kelly Bliss

Student ID# 867400

Lecturer/Coordinator Raylene Galvin (Group Monday 10am)

Assignment Name / # Assignment 4 – Profile of children’s learning

Assignment Due Date 28 July 2014

Word Count n/a Check

Verification

The work presented in this assignment is substantially my own:

I did the reading and planning

I wrote the whole assignment

I have acknowledged the use of other people’s work

I have proof read my writing and believe it to be of a standard befitting a New Zealand teacher

I have used ‘spell check’, ‘grammar check’ and/or a dictionary

I understand that work must be of an acceptable standard to pass

Signed Date

(Distance students may type their name)

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The Writing Standards: “After three years at school, students will create texts in order to meet the writing demands of

the New Zealand Curriculum as they work towards level 2. Students will use their writing to think about, record, and communicate

experiences, ideas, and information to meet specific learning purposes across the curriculum” (Ministry of Education, 2009, p.25).

According to Ministry of Education (2009) the above describes what a child can do (after three years at school) if they are meeting

the New Zealand Curriculum writing standards. Ministry of Education (2009 & 2010) also defines the key characteristics and

progressions of these standards and these are included in the assessment grid I am using to record the results of my students

work. These findings should provide me with a bench-mark for making my overall teacher judgements (OTJ’s).

My school also has its’ own rubric for assessing students writing and this aligns with the skills, progressions, definitions, and

standards described by (Ministry of Education 2003, 2007, 2009, and 2010). I intend to record assessment information relating to

exemplars within this rubric so that I can check that my assessment for report writing is aligned with the school-wide assessment

benchmarks. The writing standards assessment rubric outlines my assessment plans, goals and findings..

The Writing Standards Assessment Rubric:

Ability to Convey ideas in written form (deep features) (excellent, good, poor)

Writes “mainly simple and compound sentences that vary in their beginnings and lengths and in the simple conjunctions used” “Attempts at some complex sentences” (Ministry of Education, 2009, p.25).

Use of conventions, including punctuation, spelling, grammar

(surface features) (excellent, good, poor)

“Uses knowledge of phoneme-grapheme relationships, along with developing awareness of spelling conventions, to select, correct spelling patterns for sounds in words” “Uses capital letters, full stops, question marks, and exclamation marks correctly” (Ministry of Education, 2010, p.14).

Competent use of a variety of genre (excellent, good, poor)

“Create texts for instructional writing purposes as well as to meet other learning purposes across the curriculum. They write in order to think about, record, and communicate experiences, ideas, and information” (Ministry of Education, 2010, p.14)

Attitude to Writing (excellent, good, poor)

February 2014: Write a description of yourself

Can the student write a short sentence that is grammatically correct? Yes

Does the student include a variety of ideas? Yes

Can the student elaborate on an idea? Yes

Can the student use a variety of sentence starters?

Does the student use capital letters and punctuation correctly? Usually

Can express a variety of information on a given topic

Can elaborate on an idea

Can use conjunctions “but” “and” “that’s” to add detail to sentences

Can spell a large range of high-frequency & personal interest words

Uses capital letters for proper nouns

Begins sentences with capital letters

Able to follow instructions and record ideas that are suited to descriptive writing

Shows excellent attitude to writing by conveying a large variety of ideas in response to a familiar topic

Assessment Plan

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April 2014: Write a short story explaining what you see in a picture.

Does the visual ignite enthusiasm? Yes

What style of writing does is used (story, description, list)? story

Are ideas expressed coherently? no

Are any ideas elaborated on? yes

Correct sentences, grammar, punctuation? No

Uses a range of simple topic-specific words.

Uses past-tense correctly when telling a story

Spells a range of personal & high-frequency words correctly

Records dominant sound of unknown words mostly in order

Uses punctuation correctly at start of sentence

Able to use a short narrative with an introductory event, introducing some characters and elaborating on what they were doing, and concluding with how the event was (ie. it was fun).

Showed enthusiasm for story writing when she set about explaining the picture as soon as she saw it.

June 2014: Write a narrative in response to a picture or series of story-board pictures, using conjunctions, verbs and adjectives to add detail. Proof-read and self-correct missing words and punctuation independently.

Task preparation – In class shared writing experiences using conjunctions, adjectives and verbs to add details and interest to writing. Independent tasks brainstorming and practicing using possible verbs and adjectives.

Assessing – ability to convey ideas logically and coherently, use vocabulary & language features, proof read own work, and respond to feedback.

Can write simple and compound sentences using conjunctions “and” “because”.

Can use adjectives to describe what something looks and feels like

Beginning to elaborate on an increasing number of ideas

Starting to utilise an increasing range of topic specific vocabulary

Records dominant sounds of unknown words

Writing increasingly longer narratives and logically sequencing ideas

Adding humour and action to longer stories demonstrating perseverance and interest in writing narratives

June 2014: Writing Conversation with teacher sharing and responding to feedback about written work

Does the student take on board (by following) verbal and written feedback? Yes

Does the student’s verbal explanation differ from what is written? Partially

Is the student keen to continue writing in response to feedback? Yes, when given appropriate time and with appropriate support

Able to independently proof-read work and insert missing words

Listens and responds appropriately to feed-back

The Reading Standards: After three years at school, students will read, respond to, and think critically about fiction

and non-fiction texts at the Gold level of Ready to Read (Ministry of Education, 2009, p.26). For the purpose of formative and

summative assessment I have created a rubric to assess reading level and strategy level that my student is currently working at.

Knowledge skills and key characteristics after three years at school that are defined by Ministry of Education (2009, 2010, & 2003)

have been combined for use as an OTJ assessment within my reading rubric. The reading assessment rubric below will outline my

assessment plans, goals and findings.

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The Reading Standards Assessment Rubric:

Assessments:

12th

Feb 2014 – Running Record to gauge reading level & comprehension skills

Apr 2014 – Guided Reading lesson & observations targeting comprehension strategies. Checking decoding (can she read unfamiliar words) and use strategies to make meaning of increasingly more complex ideas in text.

June 2014 – Running Record to gauge reading level & comprehension skills & assess whether more familiar fiction is comprehended better than non-fiction

Reading Strategies: knows how to work out new words and what

they mean Key Characteristic:

Select and use sources of information like the picture, grapho-phonic information, or the meaning of the story to work out unfamiliar

words, or to understand the meaning.

Automatically reading all high-frequency words

(excellent, good, poor)

Comprehension Strategies: Key Characteristic:

Notice when they have made a mistake and fix it up (most of the

time)


Comprehension Strategies: Key Characteristic:

Can skim a range of texts, locate specific information and summarise

in own words

Can identify main ideas in text

Can make and support inferences from texts with some independence


Personal Reading Preferences/Attitude to reading:


12th

Feb 2014 Running Record (Probe) ‘Long Ago’ 7.5 – 8.5 years Purpose: Assessing reading accuracy, behaviour, comprehension (snapshot)

Excellent – Used visual and grapho-phonic knowledge to decode text. Reading accuracy 92%

Poor – Unable to self-correct 3 errors in her reading all of which related to tense and plural so meaning not likely to have been lost however this indicates some gaps in knowledge of syntax.

Poor – Comprehension at 50% n/a

April 2014 Guided Reading Observations ‘Junior Journal August 2013: Story: Pet Day & Ramadan is Coming!

Good - Pet Day: Used sources of info to decode most unfamiliar words however unable to attempt to decode ‘emphatically, amoeba’ or work out meaning.

Good – Knows when she has made a mistake and able to fix it up when confronted with familiar words but not always able to correct unfamiliar vocabulary using knowledge of sound/syllable relationships (chunking).

Good – Able to locate main ideas in small chunks but not able to skim larger sections of text for specific information. Can summarise ideas using own words.

Good - Actively participated in group reading session and happy to read text independently. Enjoyed reading ‘Ramadan’ is coming as it related to her personal experiences.

June 2014 Running Records fiction/non-fiction (Probe) ‘Glow-Worms (Non fiction)’ 8.5-9.5 years (Probe) ‘River Journey (fiction)’ 7.5-8.5 years

Excellent - Glow-worms: Uses visual & grapho-phonic knowledge, as well as knowledge of a large bank of high-frequency words to decode text. Excellent - River Journey: Can automatically read all high-frequency words. Able to read fluently, with expression and respond appropriately to punctuation.

Good - River Journey: Able to read-on and self-correct when meaning is lost at some unfamiliar words.

Poor – Glow-Worms Comprehension at 62.5%. Good – River Journey: Able to make connections between ideas in text and make inferences about meaning. Able to re-organise ideas stated in the text in order to make judgements about what’s happened.

Good – Was enthusiastic when reading both texts and confidently reflected on questions about text after reading.

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Oral Language Assessment Rubric: Level 2 progress indicators have been retrieved from

http://www.tki.org.nz/r/assessment/exemplars/eng/matrices/matrx_pi_about_oral_pop. My initial February observation is a casual

observation which, when broken down into sections using this grid should provide insight into where the student is at and areas of

strength and weakness.

Planned Assessments:

Feb 2014 – 2 days of observations during classroom discussions/activities to gauge her confidence, use of language, and ability to convey ideas.

April 2014 – Verbal description of what is happening in a picture. Assessing vocabulary knowledge and correct use of grammar.

June 2014 – Junior Listening comprehension skills test. Ability to understand what is said and to follow instructions. Is she having trouble with any specific vocabulary at this level?

Participation: Participates in a group discussion. Initiates and/or maintains a discussion, usually keeping to the topic.

Role: Takes on assigned roles within discussion groups (e.g. leader, reporter)

Speaking & Listening Skills: Uses some social courtesies specific to group discussion and relevant to content area. Can identify main ideas in text Can make and support inferences from texts with some independence

Ideas: Clarifies information using open and closed questions and by repeating, rephrasing, or extending information. Expresses opinions and justifies some ideas and opinions.

Language: Uses language appropriate to the context and the topic. Uses vocabulary to support own opinions.

Excellent

12/14th

Feb: Participates in all whole-class topic discussions by sharing ideas. Participates enthusiastically in group activities. Could initiate discussion in small group work.

12/14th

Feb: Able to take on assigned role acting in a group presentation. Took on a self-appointed leadership role, supporting younger group members.

12/14th

Feb: Uses social courtesies specific to group discussion (e.g. raises hand and waits to be asked before responding). June 2014: Achieved 92.8% accuracy independently responding to verbal and visual instructions. Can make and support inferences from visual texts and oral instructions with independence.

April 2014: Could describe a picture using simple sentences that were structurally and grammatically correct.

Good

12/14th

Feb 14: Can express opinion and sometimes justify ideas and opinions.

Poor

http://www.tki.org.nz/r/assessment/exemplars/eng/matrices/matrx_pi_about_oral_pop

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National Standards and Writing at G School

Writing Sample February 2014 Writing Sample April 2014 Writing Sample June 2014

After 2 years at school (A2) – Level 1iii

Content/Ideas

Develop content that is related to the curriculum topic with some (mostly relevant) detail and personal comment.

After 3 years at school (A3) – Level 2b

Content/Ideas

Create content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to a curriculum task or topic. This sometimes includes details and/or comments.

Could write a self-description expressing a range of information including physical appearance, place of birth, likes, and some family details.

Able to elaborate on one idea.

Able to express several relevant items of information to describe a picture and elaborate on some details.

Able to convey several ideas adding excitement and detail to a story.

Able to elaborate on an idea to add detail and interest to a story.


Sentence Formation

Include a growing number of sentences in their texts; mainly simple and compound with some variations in their beginning.


Sentence Formation

Includes a growing number of sentences in their texts including both simple and compound that vary in their beginnings, lengths and conjunctions. Usually grammatically correct. May also attempt to write some complex sentences.

Included a good number of sentences and occasionally varied beginnings using ‘my, now’. Mostly beginning sentences with ‘I.’

Used ‘but, and, & that’s’ to write compound sentences.

Sometimes misses words out of sentences.

Next steps:

Use variations to begin sentences.

Re-read out loud to check no words are missing.

Able to write a simple compound sentence.

Able to use variations to begin sentences. Next Steps: Read work out loud to check no words are missing so that sentences make grammatical sense.

Is able to write a story with a growing number of sentences.

Writing includes both simple and compound sentences.

Is attempting to write complex sentences.

Is able to use conjunctions to vary the length of sentences

Able to independently cross-check work and insert missing words in some sentences.

Next steps: Vary sentences to include different beginnings but still remain grammatically correct. Take time to proof-read work checking all sentences.


Structure

Writing has a simple beginning-middle-end. Sentences connect with each other. Can use appropriate structure for text types such as simple recounts.


Structure

Can use a basic text structure to organise their writing effectively for its purpose, e,g. story with a definite beginning, middle and end.

Ideas are grouped, sequenced and link to one another.

Next steps: Keep sentence starters appropriate to the genre of writing (i.e. Self-description: I like… A favourite... My family is…)

Able to describe a picture by creating a logical sequence of events and characters.

Able to convey a simple story with an event occurring, some characters joining and a conclusion describing the experience.

Able to convey a story with a beginning, middle and end.

Next step: Utilise a ‘story-planning tool’ to flesh out ideas that will help structure stories with a definite setting, a problem and a solution.

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Vocab/Language Features

Uses mainly personal content vocabulary, as well as words and phrases from their oral vocab, and book language. Makes some attempts at variety and precision in the use of adjectives, nouns and verbs.


Vocab/Language Features

Can use increasingly specific words and phrases (e.g. more precise nouns and verbs) that are appropriate to the content of the text. Use simple language features (such as alliteration, labelled diagrams) to support meaning.

Could use precise words from personal content vocabulary to elaborate on where she is from and what she likes.

Could use high-frequency words competently.

Can use a range of simple everyday topic specific words.

Able to use words relating to past-tense correctly to describe an event.

Able to use a conjunction and an adjective to add details.

Can use adjectives, verbs and conjunctions to add information and create mood/interest (e.g. The sun felt really bright and it was so very windy that the sail was blowing).


Spelling

Accurately encode most key personal words and some high-frequency words (most words from Essential lists 1-2, and some from lists 3-4). Attempt to encode unfamiliar words by using sound-letter relationship knowledge with growing accuracy; including being able to apply some common spelling patterns and use different ways to record sounds.


Spelling

Can accurately encode most key personal words and some high-frequency words (most words from essential lists 1-4 and some from 5-6). Attempts to encode unfamiliar words by using sound-letter relationship knowledge with greater accuracy. Encode many vowel sounds with some accuracy and also apply more complex spelling patterns.

Accurately spells high-frequency words.

Records most dominant sounds of unknown words in correct order.

Mostly accurate at encoding unfamiliar words by using sound-letter relationship.

Able to spell a range of personal and high-frequency words correctly.

Records dominant sounds of unknown words mostly in order.

Spells a wide range of high-frequency words correctly Attempts difficult words using phoneme-grapheme relationships and developing knowledge of spelling rules and morphemes (e.g. enemie, meanny)

Able to independently proof-read work and respond by correcting or identify spelling errors.


Punctuation

Uses full stops, question marks or exclamation marks to end sentences and capital letters correctly to begin sentences (and for familiar proper nouns).


Punctuation

Capital letters, full stops, question/exclamation

Uses capital letters correctly for proper nouns

Begins sentences with capital letters.

Next step:

Re-read writing out loud and when pauses naturally occur apply full stops and commas.

Able to start a sentence with a capital letter.

Next step:

Re-read writing out loud and when pauses naturally occur apply full stops and commas.

Capital letters at the beginning of every sentence.

Consistently correctly uses capital letters and full stops at beginning and end of all sentences but no other punctuation used.

Able to re-read writing independently self-correct some punctuation errors.

Next steps:

Punctuate speaking in stories, including using comma’s and said X.

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My two probe assessments were successful tools that provided me with the

information I was seeking which was a snap-shot of my students reading accuracy,

reading behaviour and reading comprehension at the beginning of the year and at

the middle of the year. The main purpose of the second probe test was to inform

whether or not my student had made progress in her reading comprehension but a

second purpose was to assess her reading comprehension level with both fiction and

non-fiction texts.

I suspected that her non-fiction reading comprehension level would be lower

than when she reads fictional texts. The reason for this is because I am not certain

that she is confidently using reading-on, questioning, and making connections as

comprehension strategies when she is confronted with unfamiliar text. I was certain

that ides and vocabulary in non-fiction texts would be less familiar to my student than

those she would be likely to encounter in fictional texts, and therefore highlight gaps

in her use of comprehension strategies. I think that the results of the two tests

confirmed my suspicions and were an effective assessment tool.

I feel that my three writing samples when used in conjunction with my rubrics

were effective at illustrating what my student could do and clearly highlighting her

next learning steps. My main focus was on my student’s ability to convey ideas in a

structurally correct way and I believe that recording the results of her work samples

in my assessment rubric have been successful at providing clear and specific

information relating to the national standards.

Overall I think the most successful part of my assessment procedures was the

use of rubrics to record my findings. The rubrics are aligned with Ministry of

Education national standards and learning progressions in English for students in

year three. Every time I recorded collected information within the rubrics I was able

to see a clear picture of what my student could do and her next learning steps. They

also made recording what my student could do and next learning steps for report

writing very quick and easy to do.

Assessment Plan Evaluation

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Profile of Literacy Learning Name: Age: 7 Gender: Female Year at School: 3

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Oral Language:

Participation:

R is always courteous and participates enthusiastically in classroom activities

by sharing ideas during whole-class topic discussions. She actively engages

in group activities and can initiate discussions when working in small group

situations.

Role:

R is able to take on assigned roles and demonstrated her ability to act as a

supportive leader when she encouraged younger class members during a

group presentation.

Speaking and Listening Skills:

During discussions R speaks clearly and confidently directly to her audience.

She listens during class discussions and has demonstrated an ability to

independently follow verbal and visual instructions.

Ideas:

When expressing her ideas R usually uses language that is appropriate to the

context and the topic, and she is beginning to elaborate on some of her ideas.

Next steps: To clarify information using open and closed questions and by

repeating, rephrasing, or extending information.

Reading:

R shows some enthusiasm for reading, especially texts that relate to her

personal interests and experiences. She actively participates in group

reading sessions and seems to enjoy reading independently.

R uses visual clues, her knowledge of sound letter relationships, and her

knowledge of a large bank of high-frequency words to work out unfamiliar

words. She is able to read texts at the level of 7.5 – 8.5 year olds fluently,

with expression and responding appropriately to punctuation.

When reading short texts she knows when she has made a mistake and is

able to self-correct when confronted with familiar words but not always when

confronted by unfamiliar vocabulary. R can use her own words to summarise

ideas and she is able to locate main ideas in short texts but not always able to

skim larger sections of text for specific information.

Summary of Learning

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Next steps: Draw on a bank of strategies like reading-on, asking questions,

and reflecting on own knowledge and experiences as strategies to help make

meaning when confronted with unfamiliar vocabulary.

Writing:

R is able to express a range of ideas in a single piece of writing in order to

convey detail and add meaning. She is able to write a story with a growing

number of simple and compound sentences, and is beginning to attempt

writing complex sentences.

R is learning to use adjectives, verbs and conjunctions to add information and

create mood/interest to her sentences (e.g. “The sun felt really bright and it

was so very windy that the sail was blowing.”).

R can correctly spell a wide range of high-frequency words and attempts

difficult words using phoneme-grapheme relationships and her developing

knowledge of spelling rules and morphemes (e.g. enemie, meanny). She can

correctly use capital letters and full stops at beginning and end of sentences

and is able to re-read writing independently self-correct some punctuation

errors.

Next steps: Vary sentences to include different beginnings but still remain

grammatically correct. Use a ‘story-planning tool’ to flesh out ideas that will

help structure stories with a definite setting, a problem and a solution. Use

punctuation marks when including direct speech.

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REPORT:

Oral language: (at expectation)

R is always courteous and participates enthusiastically in classroom activities by

sharing ideas during whole-class topic discussions. When expressing her ideas she

speaks confidently and uses language that is appropriate to the context and the

topic.

A next step would be for her to clarify information she is presenting by repeating,

rephrasing, or elaborating on her ideas.

Reading: (at expectation)

R shows enthusiasm for reading, especially texts that relate to her personal interests

and experiences. She uses her knowledge of sound letter relationships, and her

knowledge of a large bank of high-frequency words to work out unfamiliar words. R

can use her own words to summarise ideas and she is able to locate main ideas in

short texts but not always able to skim larger sections of text for specific information.

A next step would be to draw on strategies like reading-on, asking questions, and

reflecting on own knowledge and experiences as strategies to help make meaning

when confronted with unfamiliar vocabulary.

Writing: (at expectation)

R is able to express a range of ideas in a single piece of writing in order to convey

detail and add meaning. She is able to write a story with a growing number of simple

and compound, and complex sentences. R is learning to use adjectives, verbs and

conjunctions to add information and create mood/interest to her sentences.

A next step for R is to consistently read her writing back to herself out-loud to make

sure it makes sense.

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Supporting your child’s reading & Writing: 1. Encourage your child to retell their favourite stories, or parts of them in their own

words (Ministry of Education, Reading at Home: Supporting Your Child’s

Reading, p.1).

2. Help your child to make connections with other things they have read and to their

own family experiences. For example “We saw a big mountain in that book, what

is our mountain called, and where did that name come from?” (Ministry of

Education, Reading at Home: Supporting Your Child’s Reading, p.1)

3. Word and letter fridge magnets provide excellent opportunities to practice

sentence formation. You could start a sentence and let your child fill in the

missing words, for example, “Today I would like to go to ..…… so that I can

………….. because………………………………….

1. Children could submit stories to Fabo Story competitions

http://fabostory.wordpress.com/for-parents-and-teachers/

2. Utilise classroom blogs that children can contribute to during “shared writing” the

class could contribute to writing re-counts of science investigations, inquiry topics

and classroom trips.

3. Display children’s writing on the classroom walls and make sure parents are

aware of it. Provide little feedback post-it sized notes that visitors (both family

and other students) can write comments on and attach to the work.

Suggestions for Caregivers

Suggestions for Teachers

http://fabostory.wordpress.com/for-parents-and-teachers/

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References:

Ministry of Education. (2003). Effective Literacy Practice in Years 1 to 4. Learning

Media Limited: Wellington, New Zealand.

Ministry of Education. (2007). The New Zealand Curriculum: for English-medium

teaching and learning in years 1-13. Learning Media Limited: Wellington,

New Zealand.

Ministry of Education. (2009). The New Zealand Curriculum: Reading and Writing

Standards for years 1-8. Learning Media Limited: Wellington, New Zealand.

Ministry of Education. (2010). The Literacy Learning Progressions: Meeting the

Reading and Writing Demands of the Curriculum. Learning Media Limited:

Wellington, New Zealand.

GRADUATING TEACHER STANDARDS for Kelly Bliss...

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