Improvement made by students in the ALL intervention

Summary of Room 2 data

Sub-level movements of Writers Club A.L.L writers

Term 2-3, 2015

16 week intervention

 

	BA	JH	JD	LJ	MRM	WH	EH	CP	Average
Overall	5	2	4	3	6	2	5	4	3.9
Ideas	8	0	0	0	8	4	3	4	3.4
Structure	5	4	4	8	5	4	7	8	5.6
Organisation	6	0	0	3	9	0	6	6	3.8
Vocab	3	3	7	4	4	0	7	7	4.4
Sentence	4	0	6	3	4	4	3	3	3.4
Punctuation	4	4	10	3	7	0	6	4	4.8
Spelling	0	2	0	4	6	2	4	0	2.3

  

Individual names of your intervention children at the top

Number of sub-levels moved from initial to end easttle data

IMPLICATIONS OF DATA: reflections

 

Current practice – What does this data say about what learning was achieved?  What could I say was going well?  What can I see that was not going well reflected here?

 

There has been a significant improvement across all areas of writing, but in particular structure, vocab and punctuation. 

 

Children are now able to correctly structure their writing so it flows and is in a logical sequence; something most of them struggled with prior to the intervention.  Part of this progress I believe, is down to doing lots of editing and re-shaping of our texts to ensure it flowed and made sense.  Also giving lots of feedback to one another, helped with making changes.  Constant re-reading of texts was also important in ensuring our ideas linked and flowed on from what was previously written.

 

The use of vocabulary has seen a big improvement.  Ensuring students had lots of fancy/exciting words cards which they could use, as well as thesauruses helped students broaden their word bank.  Lots of rich discussion and creating word charts prior to writing also helped.

 

Punctuation improved through constant modelling of correct sentences, punctuation charts on display, and constant reminders of types of punctuation that must be used.  It is wonderful to see such a huge improvement in this area, despite the fact I hadn’t explicitly taught punctuation on its own.

 

Spelling still remains a weakness, despite starting individualised spelling lists and tests part way through the intervention.  The fact that there has been progress in this area, despite it showing the least amount of progress; still reflects the importance of learning spelling words each week.

 

Some students didn’t make progress in the ideas domain.  This is because this domain was already a strength of theirs prior to starting the intervention.

 

Some students made no progress in organisation due to the fact they were still unable to paragraph independently.

 

Future practice – What might I change?  What would I do differently?  What does this data say about my focus for continued learning for these children?

 

Next time I would ensure I started a spelling program at the start of the year as part of homework.  For those students who are below national standards, I would ensure they learnt the essential word lists before progressing to individual words they need to learn.

 

I need to focus more on ensuring students can independently paragraph their writing.  This could be done by dividing their books into sections with a highlighter.  Also, ensuring they refer to their plan and start each new idea on a new line may help reinforce the concept of paragraphing.

 

Now that I know how to find the student’s individual e-asttle reports, I would print these off prior to starting the intervention and conference with each student so we could establish their learning intentions and next steps together, and ensure the areas of greatest need, were at the forefront of my teaching.

 

I am now trying mixed ability writing groups so that these students will have the support from more able writers.  This grouping will also give the ALL students opportunities to reinforce their new learning, as they become the teachers of their new groups, as we roll out the ALL approaches to writing to the rest of the class.