www.educationscotland.gov.uk. transforming lives through learning polaar marion cochrane,...
TRANSCRIPT
www.educationscotland.gov.uk
Transforming lives through learning
POLAAR
Marion Cochrane,
Development Officer for English and Literacy,
Dyslexia Conference, Saturday 24th October, 2015
Wider context / background
A staged model of intervention
CHILD OBSERVATIONAL ASSESSMENTEARLY LITERACY ENVIRONMENT ASSESSMENT
Developing literacy skills in the P.1 class
THREE MINUTE TEACHER ASSESSMENTS
MORE DETAILED INVESTIGATIONS
Observation
Action
Observation
Action
Observational Appraisal Linked to Action
Key predictive factors (reading)Key predictive factors (reading)
Letter naming *Phonological awareness*
Word recognitionLanguage comprehension
Rapid naming speedPhonemic decoding
Motivation and PersistenceComputer Assisted Assessment
Book AvailabilityWriting
CHILD OBSERVATIONAL ASSESSMENTEARLY LITERACY ENVIRONMENT ASSESSMENT
Early Literacy Environment Assessment
Aspect s of Literacy Development Where Are We Now? Where We Want to Get To
Letter Naming and Sound Identification1.Do staff give all children opportunities to explore, discuss and identify letters and print in a variety of formats?
The evidence based programme in place uses a multi-sensory approach to identify and apply knowledge of upper and lower case letters, their corresponding sounds, phonemes appropriate to the stage and their corresponding phonemes.
1.Do staff explicitly teach all children letter naming?
Through a variety of well planned activities, children are given many opportunities to see, hear and discuss upper and lower case letters, phonemes and graphemes appropriate to their stage of learning.
1.Do staff help all children to link phonemes to the written equivalent (graphemes)?
The classroom environment (walls/display areas) reflects this approach and is stimulating, referred to daily and changed on a regular basis to sustain motivation.(See appendix 2 for further ideas).
Observing the child and taking action
Child Observational Assessment Each item can be scored from 1 to 4 from left to right. Letter Naming (I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn LIT 0-01a / LIT 0-11a / LIT 0-20a.)
When shown letters they have been previously taught, can the child say the correct sounds?
Not at all With lots of support With a little support Performs Independently
When shown letters they have been previously taught, can the child say the correct letter names?
Not at all With lots of support With a little support Performs Independently
Language Comprehension (I listen and watch for useful or interesting information and I use this to make choices or learn new things LIT 0-04a).
Actions
1.Can the child follow instructions of increasing complexity?
I use approaches, games and priming to encourage careful listening, especially to key words.
I use pictures/illustrations/role play to support comprehension.
I make sure children understand all the words and phrases. I model their use in a variety of contexts and encourage children to use them.
I show pupils how to create mental imagery while they are reading/listening to extend and monitor their comprehension.
2. Can the child ask and answer questions about everyday experiences?
I ask questions that encourage children to give explanations, give opinions, and make predictions about what they are listening to/reading. I use a think aloud, modelling strategy to teach this.
I invite children to relate what is happening in a story/a topic being studied to their own experiences and knowledge.
Child observational assessment with actions
Three minute assessments
THREE MINUTE ASSESSMENTSLetter sounding Word recognition
Phonemic blending
Observation
Action
CHILD OBSERVATIONAL ASSESSMENTEARLY LITERACY ENVIRONMENT ASSESSMENT
Three minute assessments
More detailed investigation
THREE MINUTE ASSESSMENTS
MORE DETAILED INVESTIGATIONS
Observation
Action
CHILD OBSERVATIONAL ASSESSMENTEARLY LITERACY ENVIRONMENT ASSESSMENT
Transforming lives through learning
Professional Discussion 1 – The Literacy Environment
Transforming lives through learning
Professional Discussion 2 – Child Observational
Assessment with Actions
Transforming lives through learning
Professional Discussion 3 –
Three minute assessments
Transforming lives through learning
Question time?
Transforming lives through learning
http://bit.ly/1yLOvw0
http://bit.ly/literacyblether
Transforming lives through learning
www.educationscotland.gov.uk
Transforming lives through learning