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Summary of learning.

Oral Language
The analysis of this childs three oral language samples taken from the time period of February to
June have shown me this childs confidence at sharing and expressing ideas to the classroom. These
oral language activities were: sharing a personal experience with a partner, asking relevant
questions as a speaker, sharing a piece of writing, and using popsicle sentence starters to form and
express ideas. From the oral language matrix of progress indicators it shows that she is achieving
at level 3.
She has demonstrated that she can take on a role within group discussions either sharing or being a
respectful listener. She uses social courtesies specific to group discussion. This includes turn taking,
listening to the speaker and responding appropriately. She gives peers appropriate praises and
relevant feedback to develop childrens skills of presenting to the classroom.When sharing she uses
language appropriate to the context, topic, and purpose of the discussion. She chooses vocabulary to
enhance her own ideas and opinions.
Next teaching steps
This child is confident in expressing a range of ideas to the classroom, having effective
communication skills allowing her to participate in group activities. My next teaching step would be
to expose her to a range of oral language activitys that will create suitable and achievable
challenges. My next focus for this child would be looking at presenting a speech to the audience.
This would allow her to work through a process of creating a speech, and practicing the elements
that make a good public speaker. This would be eye contact, clear loud voice, and concise and well
structured ideas to target a desired audience.
The use of the assessment tool probe was used to formally assess the childs reading behavior and
strategies. This assessment was conduct in February and June to monitor her progression in reading.
In February this child read the text called Maria which was appropriate for a child of 9-10 years.
Analysis shows that this child had the reading accuracy of 94% indicating that this level of text was
appropriate for instructional reading. This information was used accordingly to ensure the right
level of texts was being selected for guided reading sessions. Comparing her two readings samples
from February to June shows the progression she has made in this short amount of time. This child
has progressed from the reading age 9-10 to 9.5 - 10.5, reading the text Kevin with the accuracy
rate of 95%. These comparisons also showed her development of reading strategies. Throughout
these two formative assessments her reading behaviour indicates that she uses meaning and visual
strategies to self-correct words, re-reading to confirm meaning. Her self correction rate has
improved from 1:4 to 1:3 showing that she has self-corrected one time for every three words
misread. Comprehension is a vital part of a diagnostic reading conference that needs to be assessed.
This child comprehends texts that she reads answering a range of comprehension questions
appropriately. She is able to retell key events in sequence also making appropriate inferences
drawing from information in the text.
In April this child completed a questionnaire that represented her attitude towards reading. Her
recordings indicated that she is not a confident reader stating that she believes she isnt very good
along with her teacher thinking the same. This attitude is reflected in her reading behaviours. This
child lacks confidence reading with a slow pace. An indication that she lacks confidence is through
appealing to the teaching when coming across an unknown word, not giving an initial attempt.

Next teaching step

The next teaching step for this child is to build her confidence, changing her attitude towards
reading. I will build her confidence up giving her the opportunity to read a range of selected texts to
myself. Through praise I will encourage this child to read out loud more regularly to increase her
fluency. We will also look at strategies to sound out unfamiliar words. My aim is to build this
childs confidence in reading, allowing her to sound out and attempt unfamiliar words in texts.
Her writing skills, progressions, and areas for further development have been assessed through
writing samples and a questionnaire. Both writing samples have been annalysed annotating the
writing samples for surface and deeper features. These have highlighted her strengths and areas for
further development. These samples have been beneficial showing me her strengths and weakness
in literacy. Writing is a area of literacy where she needs extra support. Areas of writing that need
further support have been evidenced in her writing samples. These areas are: grammar, spelling, and
punctuation. At the end of my placement a learning conversation took place between this child and
myself. This conversation was extremely beneficial as the child was able to discuss current and
desired learning goals. A learning goal that she has identified as an area of weakness is punctuation.
She explained that she found this challenging, unaware of where everything goes.
Comparing a sample of her writing from February to June has shown pleasing results. This child
has made promising improvements with her spelling beginning to work systematically through her
writing to correctly replace mis-spelt words, identifying corrections in red pen.
Next teaching steps.
This child is working slightly below her expected writing level. Her writing samples indicate that
she is working at level 2 English for writing. To progress this child to level 3 there are particular
areas that we must strengthen. These areas that we need to develop further are: using a variety of
sentence starters and a focus on punctuation, grammar, and spelling. This child needs to be exposed
to selecting a range of different sentences starters to develop her writing further. Her sample from
June shows that she uses I frequently to present new ideas and sequences within a text. Exposing
her to a range of sentence starters through shared writing will promote the effectiveness of
incorporating a variety of beginnings. Another area I would next develop is punctuation. Her June
writing sample and her questionnaire represents the need for explanation and opportunities to
explore the rules of punctuation. I will develop this through a shared writing approach. Shared
writing provides a supportive instructional setting. Through shared writing I will model strategies
for checking and improving syntax and punctuation. Our main focus will be on the importance of
commas, using commas to separate independent clauses.