TARGET STUDENTS

Teacher: Aimee Burnett

Room: 28

Inquiry Focus:
Writing - developing independent writers
Creating students that are motivated to write and engaged in the process

Name Year Current Desired Knowledge of learners - culture, Small achievable steps? Quick impact Motivation, engagement and student
level level / level / identity, background, language agency. Attitude towards learning?
stage stage Potential Barriers?

Teane 8 Achieved Early Has experienced high bullying in the ❏ Teaching the students how best Gets distracted quite easily and is very
Brown Early Level 3 past to use the technology to help concerned with other people and their
Level 2 (by the Struggles to focus and stay in task them with their writing affirmations - this seems to get in the way of
(After 3 end of ❏ Providing more opportunities for Teane’s learning.
years) term 3) students to engage in developing Teane is not intrinsically motivate to write.
their oral language
❏ Building vocab
Jazmin Te 8 Achieved Early Youngest of large family ❏ Language features Jazmin tried really hard to do what is required
Hira Early Level 3 Shy student ❏ Topic related vocab of her - she gets stuck due to the gaps in her
Level 2 (by the Won’t ask for help if she is stuck ❏ Supporting ideas with details learning. She is motivated to work hard and
(After 3 end of ❏ Sequencing ideas improve and when working one-on-one she
years) term 3) ❏ Simple and compound sentences finds more success. She generally engages with
what is happening in class.
Tara Emery 8 Achieved Early Looks after younger siblings at home ❏ Varied beginnings and types Has already made massive shifts in attitude
Early Level 3 Oral language a barrier ❏ Spelling towards learning and it trying hard to get his
Level 2 (by the High work avoidance behaviours ❏ write consonant, work done. He gets distracted easily but when
(After 3 end of blends and vowel moved from other students he tends to focus
years) term 3) sounds. more. He works very well 1-1 with a teacher.
❏ use my
phoneme-grapheme
Jayden 8 Achieved Early ESOL knowledge (e.g ship, Attention seeking and gets distracted easily. He
Godinet Early Level 3 Oral language a barrier chef, ocean, station, has the ability to work hard and complete work
Level 2 (by the High work avoidance behaviours special) when he is focused. Jayden needs extrinsic
(After 3 end of Attention seeking behaviours ❏ use spelling patterns to motivation to get his work done.
years) term 3) help ​spell words
correctly​ (Essential lists
1-4 and many from
Frelex 8 Achieved Early Oral language a barrier essential lists 5-7) Frelex works very hard but is very low, he is
Mikaele Early Level 3 ❏ use reference sources intrinsically motivated to do well and is highly
Level 2 (by the with support to check focused to do well.
(After 3 end of meanings and find new He can get distracted by others but also knows
years) term 3) words when to remove himself to continue with work.
❏ Punctuation He has a good attitude to learning.
❏ Use capital letters, full
stops, question marks
and exclamation marks
correctly
❏ Give commas and
speech marks a go

Description of endpoint
● Students will be able to write independently using the skills that have been taught
● Writing that makes sense
● Recording ideas
● Being able to use up to 2 of the thinking maps independently
Teacher Inquiry - What new learning do I need to be able to meet student needs?
●​ ​See above

Oral language and vocabulary - What do I need to focus on within this text / theme / knowledge/ strategy?
●​ ​ See above

What could I try?

● Using other times - such as DEAR and library time
● Providing more opportunities for the target group to succeed
● Drawing on primary teaching experience to link into needs of these students