Ferns Team Action Plan 2017

Target Areas:
Reading for 75% of our Year 0-3 students, especially our Maori students, to be working At or Above the National Standards
Writing for 80% of all Year 1-3 boys working At or Above National Standards by the end of 2018
To continue to develop personalised learning through the Roslyn Investigators
Term 1 Readings to support Roslyn Investigators Readings recorded under Team Meetings This includes questions to provoke thinking and
learning. Readings will be part of every Team meeting.

Identify Reading Programmes Identify current Teaching practice around Reading. Identify what is working, what needs changing
and why (evaluating effective teaching practises)

Identify Writing Programmes Identify current Teaching practice around Writing. Identify what is working for our boys, what
needs changing and why (evaluating effective teaching practice)

PD with Rita Palmer (Literacy Adviser), Karen Leithbridge from Team Solutions, Jo Makinson
(Literacy Evolution Programme) and Longworth Education

Implement COL initiatives

Breakdown of data What does our data tell us? What is working? What needs changing and why?

Target Children Target children identified, monitored and discussed as a team regularly, using the Spiral Inquiry
approach

Class Reflections On target students using the Spiral Inquiry model




Scanning
Whats going on?
How do we know?
Year 3
GM-C-prior behaviour
issues, unsettled home
life, poor attitude towards
learning, stubborn,
confuses digraphs
(Left end of Term 2) -Ability to
MK-distracted, confuses
digraphs and blends, cant
chunk, (House burnt
down beg. Term 2)
KH-Unsettled home life,
great attitude but can get reading with Claire)
distracted, confuses many
digraphs and sounds
N-easily distracted, not
keen to read daily, little
support at home regards
reading daily, uprooted
from old school
(struggling to adjust
academically)
Reading Target Group (Year 0-3 Maori Students)
Focusing Developing a Hunch
Where will concentrating How are we contributing to the
our energies make the situation?
most difference?
-Sight word -1-1 teaching of specific
knowledge knowledge concepts
-Digraph/ blends -Small group sizes
knowledge -Begin reading lessons
-Phonics/ Chunking with specific phonics
knowledge targeted at their needs
-Reinforcement sight
self-correct word/sounds games
-Daily reading -Lots of positives and
(group/buddy levelled books below
reading in Room 18) current level to develop
-Wednesday fluency and confidence
morning (Extra -Questioning what it is that
has happened in the story
(summarizing)
-Asking did that make
sense to develop SC
strategies
Room 19
New Learning
How and where will we learn What can we do differently
more about what to do?
Continue Literacy
Evolution programme
-ask for an observation
to receive feedback
-observe other teachers
-Discussions with
colleagues
-Use Liz Hansens
Reading document
(CAPPA)
(what sorts of books do
Taking Action Checking
Have we made enough of a
to make enough of a difference?
difference?
-Continue small group Assessment/
phonics targeted at observations show that
their level (extend to they are all beginning to
the other digraphs and make progress and are
sound chunks) recognising more
-Big focus on chunking blends and now all
(area letting them know the main 3
down) digraphs (th, sh, ch)
-Teach strategy read on -Observations and
and go back to see if Running Records show
they can make sense of that great progress is
the word in context beginning to be made-
-Discussing interest articularly around
chunking (been the
they like to read?) focus for Term 1 and
-Daily reading (groups beg. Term 2)
and buddy in Room 19) -Observations and
-Specific Literacy games Running Records are
around sound chunks showing that they are
with TA for practise) beginning to transfer
-Booster groups with their Phonics
Maureen knowledge and
-Reading for a purpose strategies they are
(mini research projects developing
around Inquiry- extra independently
support where needed)
-Kaea and Cruz
(Toe-by-Toe to develop
chunking strategy and

Scanning
Whats going on?
How do we know?
Year 3
GM-C-unsettled home
life, poor attitude towards
learning, stubborn,
confuses digraphs,
doesnt like to do group -Asking questions to
work (Left end of Term 1 generate detail
to a new school)
Will continue to do these
for other target students.
Phonics knowledge)
Writing Target Group (Year 1 3 Boys)
Focusing Developing a Hunch New Learning Taking Action Checking
Where will concentrating How are we contributing to the How and where will we learn What can we do differently Have we made enough of a
our energies make the situation? more about what to do? to make enough of a difference?
most difference? difference?
-Phonics knowledge- -Small group sizes -Observations of other -Flexible grouping -Although Writing is still
writing the correct -Focus in Reading and teachers teaching (students working on the same level, it is
sounds Writing of blend and Writing same thing not level are evident through
-Extending digraph knowledge -Discussions with together)-specific samples that further
sentences with (transferring of phonics mentor on the teaching targeted teaching information is
connectives knowledge into Writing) of writing for ideas -Whole class modelling= beginning to emerge
-Writing PD with Rita surface feature focus (questioning to extend
-Change of Writing Group focus on deeper ideas)
-Capital letter and programme (Monday-plan, features -Focus on Blends and
full stop use Tuesday- -1 day teaching deeper, digraph knowledge is
-Using a word card beginnings/extending 1 day practising, 1 day becoming evident-
to ensure high sentences, teaching and practising correct blends being
frequency words are Wednesdays-highlighter editing (writing is a used more often
spelt correctly system, Thursdays- editing, process)
-Reading Rocket Friday, publishing) -Through observations
testing to build -Free choice writing- set -Teach the writing and Writing samples, I
spelling knowledge up on Monday with a process can see that teaching
topic, their choice to use -Think about the around the writing
-Using WOW words this topic or own one (they purpose for writing- process has
to generate picture write about their interests) what is it? dramatically increased
in readers head -Introduce other text types -Use the highlighter students ability- more
for Reading/Inquiry system detail is being added,
-Use of mentor texts and -Use mentor texts to they are beginning to
highlighter system to pull apart concepts and edit their work, use
explicitly identify their goal formats (see concepts interesting beginnings
in practise) to draw the reader in
and so forth.
-Through observations

Scanning
Whats going on?
How do we know?
Year 3- some kids are Making learning
ready for sit down purposeful and
focused learning, yet
some still need to
develop social skills
through play. There are
urges still needing to be with a range of
filled.
Students want choices
in their learning
and writing samples, it
is evident that using the
highlighter system in
particular, has really
aided the students in
knowing their goal and
actually putting it into
practise! They are able
to discuss and share
their learning with
others where prior they
didnt even know what
they were learning.
Roslyn Investigators
(Review Play-Based Learning Approach)
Focusing Developing a Hunch New Learning Taking Action Checking
Where will concentrating How are we contributing to the How and where will we learn What can we do differently Have we made enough of a
our energies make the situation? more about what to do? to make enough of a difference?
most difference? difference?
Providing a daily challenge Continue PD with Begin to open up Kids are loving the
linked to Inquiry focus Longworth Education challenges to be more hands on activity-
relevant to where task is open ended open ended especially those that
inquiry/real-life. and can be achieved in a Observe Te Tipu Ora are still keen on play.
multitude of ways. class play-based Give students a choice They have a
Hands-on learning to complete more requirement to meet
Offer other learning Discussions with challenges rather than the challenge, but also
options to complete opportunities for those mentor on how to only having one option get a chance to interact
the given challenge that want to do sit down extend Year 3 students with others and use
written activities Change other written what theyve made.
Students to evidence Observations at other activities offered to be
their own learning Text and number discovery schools who do more open ended Students are being
through pic collage contracts- a range of investigations school extended and beginning
learning reinforcement wide (indp. Change from play-based to take responsibility
Text and number activities as well as hands investigations) to contracts-- the for their own learning
discovery contract on learning opportunities contracts have a range by evidencing their
(development of Key of activities ranging learning through Pic
Comps-esp. Self from art, inquiry, Collage
Manager) reinforcement of I am finding through
 learning, IT (creations), observations that
STEM students are developing
their Self-Manager skills
well. They are enjoying
having a range of hands
on learning
opportunities and sit
down activities. The
choice however is the
biggest thing. They have
enjoyed choosing what
activity they want to
do!

Collaboratively, through teacher reflections and contributions, the

Ferns team believes that:
We strive to promote a positive, culturally inclusive learning environment that caters to and nurtures individual needs and
learning styles.
A Ferns Teacher we will As a Fern (Student/Staff/Whanau) we will
Be an active listener Be a Self-Manager by knowing what they need to do to achieve
Be fair and consistent success and work on it.
 Encourage students and other teachers to take risks Be an effective Interactor by learning together with others.
Be a positive role model who reflects PRIDE Be a Communicator by making positive and informed choices in
Be available learning with an audience in mind.
Be fun and passionate about learning Be an Active Participator by actively using skills and knowledge.
Be flexible Be a Thinker who questions, problem solves and reflects
Build positive relationships with students and colleagues (Learning Partners).
Share responsibility for learning with the students Be a life-long learner!
Set students up for success
Be a good communicator
Be organised and well planned
Be collaborative by being a team player
Be a life-long learner!