RTC 11- analyse and appropriately use assessment information, which has been gathered formally and informally
Term 3 2015
Reading Recovery Accelleration Chart
This is the progress I am tracking to date, of my students and some of Heathers. I used the data collected from our RR results and created a graph that management could use to report to the BOT.
I will keep adding new information as students finish the reading recovery programme.
TERM 3
I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.
I try to look at them as a group as well as individually so I can see what groupings are needed.
As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.
Some have begun school with a lot of letter knowledge some with none.
My programme will begin with the phonics programme so all letters and letter sounds are covered for all.
They will constantly be revisited so new children who join us will be exposed to the letters and sounds.
Term 4
RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.
This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.
Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.
My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.
Reading Recovery Accelleration Chart
This is the progress I am tracking to date, of my students and some of Heathers. I used the data collected from our RR results and created a graph that management could use to report to the BOT.
I will keep adding new information as students finish the reading recovery programme.
TERM 3
I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.
I try to look at them as a group as well as individually so I can see what groupings are needed.
As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.
Some have begun school with a lot of letter knowledge some with none.
My programme will begin with the phonics programme so all letters and letter sounds are covered for all.
They will constantly be revisited so new children who join us will be exposed to the letters and sounds.
Term 4
RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.
This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.
Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.
My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.
