Student overview: " NF" is a year 1 student - age 7 years, of Australian descent, fluent in spoken English. NF is a good worker and can follow instructions and work independantly, and as such has been placed into a composite class.
NF has a quiet disposition, exhibiting socially appropriate behaviours for his age (egocentricity) and is developing into a thoughtful and considerate classmate and friend. This is seen by his repeated offerings of pencils, rubbers and help to others at his desk. He shows no hesitation in working with the older students, but prefers the company of his age group at school break times.
NF loves anything to do with science, rockets or the natural world. NF prefers non-fictional books, choosing those that have a balance of pictures to facts (bugs of the world...). NF admits to '...not being much good at sports' and this does not worry him.
Child development principles: Cognitive NF is able to see others perspectives and recognise that own thoughts can be different to others. Listening to his friend describe what he thought a sign meant illustrated this. NC on the other hand lacked confidence in putting his thoughts forward until after NF had offered his. NF is able to classify objects into groups (important signs use all capitals). This is expected at his age and stage. Social Seperation from family and care givers can still produce anxiety, however, peers offer reassurance thus these sessions were structured with another student. Session three was an individual session due to NC being absent. NF was more reserved in his responses, but, warmed up after general 'ice breaker' talk. Emotional Industry versus inferiority is evident at this stage and was noticable with NC rather than NF. NF displayed a more mature approach to errors and accepted correction easily. Much effort was placed in the praise of effort rather than results themselves. Physical NF has age appropriate coordination of gross motor skills. Fine motor skills are improving. The use of games or art that develop fine motor skills would benefit NF. Such activities include crepe paper art, using tweezers, seed counting, threading beads and others.
Target learning area: NF has understands the rules for use of capital letters, however, his application in his writing exercises (information reports, recounts, spelling, HSIE and other areas ) show inconsistencies.Past work was assessed and it was seen that NF capitalises the letters L, S, K, Y, P when they occur mid sentence (or mid word) without being proper nouns, place names etc.
Here are some examples:
I like to Play outside.
I ate a loLLy today.
Please see stage_1_literacy_lmp_nf_work_samples.doc
NF works well with another student "NC" so it was decided that inclusion of his friend in these sessions will hopefully encourage peer review in the future.
The LMP includes three small group sessions where the two boys were taken outside to complete short activities. They were both enthusiastic, showed creativity and high energy. Sometimes this energy distracted from the purpose of the session. This mainly came from NC.
The first session began with an assessment of prior knowledge. Both students were aware of the uses of capital letters with prompting and cross checking each other. NC always hesitated in answering until NF answered.
See attached files and work samples:
Learning Managment Plan - Stage 1 Literacy Learning Management Plan Capitalisation of letters.doc
Lesson Plan - Stage 1 Literacy LMP Capital Letters .doc
Session 1 - Stage 1 Literacy Capital letters Big Guys Little Guys.doc
Session 2 - Stage 1 Literacy Capital Letters Walkabout at school.doc
Session 3 - Stage 1 Literacy Capital letters Detective Don.doc
Work sample - Stage 1 Literacy LMP Session 1 Student NF.jpg
Work sample - Stage 1 Literacy LMP Session 2 Student NF.jpg
Also included are work samples from NC for comparitive analysis.
Formative assessment: Following session two it was seen that with prompting NF would correct incorrect work. This was seen only in writing work. The correction did not carry across to other work (maths, spelling, HSIE).
Summative assessment: Following session three it was seen that NF indeed had improved on the use of capitals. Parental assistance was also enlisted and this intense approach has shown remarkable changes. See attached work samples that illustrate change from February to May. Stage 1 Literacy LMP NF work samples.doc 3-2-1 exit assessment was used.
Assessment of recent work indicates NF has a tendency to slip back into old habits. During an assessment for information reports NF made approximately 20 errors (approximate value due to photocopy/scanned image quality).
There were however, improvements in that NF did use appropriate captials for many letters that he had not done so in the past.
Stage 1 Literacy LMP NF work sample 28th May 2012.jpg (Information report on spiders)
Session three and four needed to be condensed into one due to time constraints and the absence of NC due to illness.
As part of the summative assessment the 3-2-1 strategy.
What 3 things have I learnt?
1. Capitals on signs around school are different to what we write (Use all capitals on most signs).
2. All capitals are used to show a sign is important (Electrical cables below sign in school).
3. That capital D is not necessary for the word dad except when using it as a title ie "Hey Dad!"
What two questions do I still have?
1.
2.
(Was not able to think of any at the time).
What one thing can I work on?
1. Being a detective with my magnifying glass to check my work and that of my friend's.
Evaluation: Overall NF has improved his application of capital letter rules with this targetted approach over three sessions. Other improvements in handwriting overall can also be seen (lighter pencil grip, neatness and spelling). What is yet to test is if parental assistance alone could have attained the same results. Short sessions have high retention and concentration , but a measure on how much content is retained could alter length of sessions. Revision of previous session information was undertaken as each session was held approximately a week apart.
Areas of improvement in development and delivery:
NF has a quiet disposition, exhibiting socially appropriate behaviours for his age (egocentricity) and is developing into a thoughtful and considerate classmate and friend. This is seen by his repeated offerings of pencils, rubbers and help to others at his desk. He shows no hesitation in working with the older students, but prefers the company of his age group at school break times.
NF loves anything to do with science, rockets or the natural world. NF prefers non-fictional books, choosing those that have a balance of pictures to facts (bugs of the world...). NF admits to '...not being much good at sports' and this does not worry him.
Child development principles: Cognitive NF is able to see others perspectives and recognise that own thoughts can be different to others. Listening to his friend describe what he thought a sign meant illustrated this. NC on the other hand lacked confidence in putting his thoughts forward until after NF had offered his. NF is able to classify objects into groups (important signs use all capitals). This is expected at his age and stage. Social Seperation from family and care givers can still produce anxiety, however, peers offer reassurance thus these sessions were structured with another student. Session three was an individual session due to NC being absent. NF was more reserved in his responses, but, warmed up after general 'ice breaker' talk. Emotional Industry versus inferiority is evident at this stage and was noticable with NC rather than NF. NF displayed a more mature approach to errors and accepted correction easily. Much effort was placed in the praise of effort rather than results themselves. Physical NF has age appropriate coordination of gross motor skills. Fine motor skills are improving. The use of games or art that develop fine motor skills would benefit NF. Such activities include crepe paper art, using tweezers, seed counting, threading beads and others.
Target learning area: NF has understands the rules for use of capital letters, however, his application in his writing exercises (information reports, recounts, spelling, HSIE and other areas ) show inconsistencies.Past work was assessed and it was seen that NF capitalises the letters L, S, K, Y, P when they occur mid sentence (or mid word) without being proper nouns, place names etc.
Here are some examples:
I like to Play outside.
I ate a loLLy today.
Please see stage_1_literacy_lmp_nf_work_samples.doc
NF works well with another student "NC" so it was decided that inclusion of his friend in these sessions will hopefully encourage peer review in the future.
The LMP includes three small group sessions where the two boys were taken outside to complete short activities. They were both enthusiastic, showed creativity and high energy. Sometimes this energy distracted from the purpose of the session. This mainly came from NC.
The first session began with an assessment of prior knowledge. Both students were aware of the uses of capital letters with prompting and cross checking each other. NC always hesitated in answering until NF answered.
See attached files and work samples:
Learning Managment Plan - Stage 1 Literacy Learning Management Plan Capitalisation of letters.doc
Lesson Plan - Stage 1 Literacy LMP Capital Letters .doc
Session 1 - Stage 1 Literacy Capital letters Big Guys Little Guys.doc
Session 2 - Stage 1 Literacy Capital Letters Walkabout at school.doc
Session 3 - Stage 1 Literacy Capital letters Detective Don.doc
Work sample - Stage 1 Literacy LMP Session 1 Student NF.jpg
Work sample - Stage 1 Literacy LMP Session 2 Student NF.jpg
Also included are work samples from NC for comparitive analysis.
Formative assessment: Following session two it was seen that with prompting NF would correct incorrect work. This was seen only in writing work. The correction did not carry across to other work (maths, spelling, HSIE).
Summative assessment: Following session three it was seen that NF indeed had improved on the use of capitals. Parental assistance was also enlisted and this intense approach has shown remarkable changes. See attached work samples that illustrate change from February to May. Stage 1 Literacy LMP NF work samples.doc 3-2-1 exit assessment was used.
Assessment of recent work indicates NF has a tendency to slip back into old habits. During an assessment for information reports NF made approximately 20 errors (approximate value due to photocopy/scanned image quality).
There were however, improvements in that NF did use appropriate captials for many letters that he had not done so in the past.
Stage 1 Literacy LMP NF work sample 28th May 2012.jpg (Information report on spiders)
Session three and four needed to be condensed into one due to time constraints and the absence of NC due to illness.
As part of the summative assessment the 3-2-1 strategy.
What 3 things have I learnt?
1. Capitals on signs around school are different to what we write (Use all capitals on most signs).
2. All capitals are used to show a sign is important (Electrical cables below sign in school).
3. That capital D is not necessary for the word dad except when using it as a title ie "Hey Dad!"
What two questions do I still have?
1.
2.
(Was not able to think of any at the time).
What one thing can I work on?
1. Being a detective with my magnifying glass to check my work and that of my friend's.
Evaluation: Overall NF has improved his application of capital letter rules with this targetted approach over three sessions. Other improvements in handwriting overall can also be seen (lighter pencil grip, neatness and spelling). What is yet to test is if parental assistance alone could have attained the same results. Short sessions have high retention and concentration , but a measure on how much content is retained could alter length of sessions. Revision of previous session information was undertaken as each session was held approximately a week apart.
Areas of improvement in development and delivery:
- Management of small groups in relation to focussing activity to outcomes. (State expectations of behaviour)
- Improvement on assessment (? same written check prior and post sessions then compared.) Creation of formal rubric. Need for more formal methods.
- Improvement on explicitly stating expectations of sessions (not sure how to introduce topic without making it sound 'dry and uninteresting').
- Ways of introducing more student control of their own learning (Pardoe 2006). How can you guide students to choose what you want them to cover!
- How can I develop intrinsic methods (Pardoe 2006) within students that become portable to other situations? For example, session four involved a 'wrap up' and the two boys encouraged to be 'detectives' for each others work. How can I switch this so that each student becomes their own 'detective'? Is it as simple as suggesting they are detectives and check their own work - whatever they do, be it Math, English or spelling? Recognition that the issue was indeed a placement issue rather than a procedural one in that letters incorrectly capitalised were mostly those that are the same shapes when capitalised as they are non-capitalised ie Pp Ss Ww Xx Others included T, J and K - which are independant of placement issues - but have improved in 2 months without intervention. Therefore, targetted practice with placement training could have yielded better results.
stage_1_literacy_lmp_nf_work_samples.doc | |
File Size: | 1624 kb |
File Type: | doc |