Room 13 Class Targeted Student Sheet

Target (as of the Data at the End of 2016):

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
Teacher: Arlene Els Term 0ne Term Two Term Three Term 4

Room: 13

Summary

Standard Level
By Next Ann

Beginning of

Beginning of

Beginning of

Beginning of
End of Term

End of Term

End of Term

End of Term
Term Level
Term Level

Term Level

Term Level
Expected

Expected
National
Week 5

Week 5
Year

Week
Level

Level

Level

Level

Level
Student Name

5
Reading

Blaze 2 17 7 8 9 10 12 14 14 15 16 16

Taesharn 2 17 10 15 16 17 18 19 19 20 22 22

Dean 3 21 14 13 14 16 16 17 17 18 20 20

Te Ahurei 3 17 11 13 15 17 19 20 20 21 22 22

Writing

Blaze 2 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii

Taesharn 2 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1iii 1iii

Axel 3 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1iii 1iii

Te Ahurei 3 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1iii 1iii 1iii

Dean 3 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1iii 1iii

John-Luke 3 1iii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1ii 1iii 1iii

Scanning
Whats going on?
How do we know?
Blaze Knows all his initial
letter sounds. Has hearing
difficulties and requires
hearing aides. Has a great
learning attitude and gives
things a go. Blaze is a very
quiet boy. Reading is
happening at home.
Blaze knows all his initial
sounds and some digraphs.
He has hearing difficulties
and requires hearing aides.
He now has both hearing
aides in which is helping his
learning. Blaze is a very
reserved young boy who
tries very hard.
Blaze knows all his initial
sounds, can identify some
rhyming patterns and is able
to identify a number of
digraphs and chunks. He
can identify blends in words.
He has hearing difficulties
and requires hearing aides.
He now has both hearing
aides in which is helping his
learning.
Room Target Group Reflection Sheet Term 1 and 2 and 3 and 4
Focusing
Where will concentrating
our energies make the most
difference?
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Reading daily through
Guided Reading, Whole
Class Reading, Independent
Reading and Peer Reading.
Encouraging Blaze to speak
in full sentences and be
involved in whole class
discussions.
Continue to build letter and
sound knowledge including
blends, digraphs and chunks.
Increase his recognition of
rhyming patterns. Plugging
gaps within this is really
helping Blaze to progress in
his reading.
Continue to build up high
frequency words through
Reading Target Group (Year 0-3 Maori Students)
Dean, Te Ahurei, Blaze, Taesharn (Year 2/3)
Developing a Hunch
How are we contributing to
the situation?
Daily Phonics sessions
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Books chosen specifically to
build up word knowledge
and Early Words he does not
know.
Focusing on comprehension
and being able to retell
books in the correct order.
Encouraging Blaze to answer
questions in full sentences.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Using lots of praise to build
up Blazes confidence.
New Learning
How and where will we learn
more about what to do?
PD with Literacy Evolution
Roslyn Investigators
Longworth Education
around Learning through
Play
Collaboration with
colleagues.
Engaging in talk during
Investigation Time
Utilising Stephanie (Van Ash)
and her expertise around
working with deaf children.
Roslyn Investigators
Longworth Education
around Learning through
Play
Collaboration with
colleagues.
Engaging in talk during
Investigation Time
Utilising Stephanie (Van Ash)
and her expertise around
working with deaf children.
Taking Action
What can we do differently
to make enough of a
difference?
Encouraging Blaze to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Blaze to find the
correct sound to help him
read and write these
sounds.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics.
Guided Reading and Guided
Writing 4 times a week.
Reading with Maureen for
Reading Booster 2 times a
week (Tuesday and
Wednesday).
Reading with Stephanie (Van
Ash) 3 times a week and also
going through initial sounds,
blends and digraphs that we
have covered in class.
Using lots of praise to
encourage effort and
participation in individual,
Checking
Have we made enough of a
difference?
Blaze has progressed from
Level 7 to Level 9 in Reading.
Blaze knows a number of
digraphs and chunks and is
able to identify these in his
books. Blaze is also
identifying blends in his
reading now.
Blaze knew 41 Early Words
and he now knows all 48
words.
Regular Running Records are
showing that Blaze is
Reading for Meaning and is
using more Reading
strategies rather than just
looking at the initial sounds.
Blaze has progressed from
Level 10 to Level 14 this
term. He knows all his initial
sounds and many digraphs.
Running Records are
showing that Blaze is self-
correcting and is identifying
chunks in words that he
does not know. He is also
identifying the end sounds
on words.
Blaze knows all his initial
sounds, can identify some
rhyming patterns and is able
to identify a number of
digraphs and chunks. He
can identify blends in words.
He is correctly blending
sounds together more too.
He has hearing difficulties
and requires hearing aides.
He now has both hearing
aides in which is helping his
learning.
phonics, Guided Reading,
Big Books and poems.
Sitting Blaze at the front so
he is fully concentrating and
able to clearly hear what is
being said.
Continue to build letter and
sound knowledge including
blends, digraphs and chunks
through phonics and in
Guided Reading. Increase
his recognition of rhyming
patterns. Plugging gaps
within this is really helping
Blaze to progress in his
reading.
Continue to build up high
frequency words through
phonics, Guided Reading,
Big Books and poems.
Sitting Blaze at the front so
he is fully concentrating and
able to clearly hear what is
being said.
When Stephanie is in,
getting her to do one on one
Phonics/Reading/Writing
with Blaze.
Continue to build letter and
sound knowledge including
blends, digraphs and chunks
through phonics and in
Guided Reading. Increase
his recognition of rhyming
patterns. Plugging gaps
within this is really helping
Writing Reading Rocket
Words and reading from his
Browsing Box 5x a week.
Cloze Procedure with the
Poem on a Friday.
Books chosen specific to
high frequency words,
interest, practicing targets
etc. Guided Reading 4 days
a week plus reading with
Maureen for 2 sessions a
week. Focus on identifying
chunks in words and also
comprehension.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Small phonics group with
Tracy targeting digraphs,
chunks and rhyming
patterns after whole class
phonics.
Handwriting 4 times a week
focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.
Stephanie (Vanasch)
supporting Blaze within
Phonics and Reading during
her 3 sessions in a week.
Readings
Roslyn Investigators
Longworth Education
around Learning through
Play
Collaboration with
colleagues.
Engaging in talk during
Investigation Time
Utilising Stephanie (Van Ash)
and her expertise around
working with deaf children.
Readings
Roslyn Investigators
Longworth Education
around Learning through
Play
Collaboration with
colleagues.
Engaging in talk during
Investigation Time
Utilising Stephanie (Van Ash)
and her expertise around
working with deaf children.
Readings
group and whole class Blaze has progressed from
situations. Level 14 to Level 16 this
term. He knows all his initial
Continuing to encourage sounds and many digraphs.
Blaze to transfer phonics Running Records are
and sound knowledge into showing that Blaze is self-
his Reading and Writing. correcting and is identifying
Using sound cards with chunks in words that he
digraphs, chunks and blends does not know. He is also
on one side to encourage identifying the end sounds
Blaze to find the correct on words. Blaze is
sound to help him read and continuing to work on
write these sounds. Small retelling the story in the
phonics group with Tracey. correct order and his
comprehension skills.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics.
Guided Reading and Guided
Writing 4 times a week.
Targetting gaps in this time.
Reading with Maureen for
Reading Booster 2 times a
week (Tuesday and
Wednesday).
Reading with Stephanie (Van
Ash) 3 times a week and also
going through initial sounds,
blends and digraphs that we
have covered in class.
Using lots of praise to
encourage effort and
participation in individual,
group and whole class
situations.
Blaze to progress in his
reading. Focussing on
higher order questioning
also to step up responses to
a text. Teaching the
strategy of reading on in a
text and self correcting
himself.
Continue to build up high
frequency words through
phonics, Guided Reading,
Big Books and poems.
Sitting Blaze at the front so
he is fully concentrating and
able to clearly hear what is
being said.
When Stephanie is in,
getting her to do one on one
Phonics/Reading/Writing
with Blaze. Really
encouraging Blaze to use
strategies when faced with
an unknown word.
Books chosen specific to
high frequency words,
interest, practicing targets
etc. Guided Reading 4 days
a week plus reading with
Maureen for 2 sessions a
week. Focus on identifying
chunks in words and also
comprehension.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Small phonics group with
Tracy targeting digraphs,
chunks and rhyming
patterns after whole class
phonics.
Handwriting 4 times a week
focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.
Stephanie (Vanasch)
supporting Blaze within
Phonics and Reading during
her 3 sessions in a week.
Books chosen specific to
high frequency words,
interest, practicing targets
etc. Guided Reading 4 days
a week. Focus on identifying
chunks in words and also
comprehension. Explicitly
teaching the strategy of
Continuing to encourage
Blaze to transfer phonics
and sound knowledge into
his Reading and Writing.
Using sound cards with
digraphs, chunks and blends
on one side to encourage
Blaze to find the correct
sound to help him read and
write these sounds. Small
phonics group with Tracey.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics.
Guided Reading and Guided
Writing 4 times a week.
Targetting gaps in this time.
Getting Blaze to identify
chunks and sounds on the
sound card and saying the
jingle when using a sound
(eg oa goat in a boat).
Reading with Maureen for
Reading Booster 2 times a
week (Tuesday and
Wednesday).
Reading with Stephanie (Van
Ash) 3 times a week and also
going through initial sounds,
blends and digraphs that we
have covered in class.
Using lots of praise to
encourage effort and
participation in individual,
group and whole class
situations.
 reading on in a text and self
correcting himself.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.

Small phonics group with

Tracy targeting digraphs,
chunks and rhyming
patterns after whole class
phonics.

Handwriting 4 times a week

focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.

Taesharn Knows all his
letter sounds and all his
Early Words. He does have
behavioural difficulties and
does need to persevere at
tasks even when they seem
difficult. Reading is done at
home.
Taesharn knows all letters
sounds, blends and can
identify many chunks now.
He is able to recognize
Building letter and sound Daily Phonics sessions
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Reading daily through
Guided Reading, Whole
Stephanie (Vanasch)
supporting Blaze within
Phonics and Reading during
her 3 sessions in a week.
Building on from skills being
taught in Guided Reading
sessions during the week.
PD with Literacy Evolution
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Encouraging Taesharn to
transfer phonics and sound
Roslyn Investigators knowledge into his Reading
Longworth Education and Writing. Using sound
around Learning through cards with digraphs, chunks
Play and blends on one side to
encourage Taesharn to find
Talking to colleagues for the correct sound to help
ideas him read and write these
sounds.
Using Check-In/Check-Out
with Taesharn for behavior Guided Reading and Guided
Writing 4 times a week.
Taesharn has gone from
Level 10 in Reading to Level
16.
He can identify a number of
digraphs and chunks and is
able to read and write these
sounds.
Taesharn reads with very
good comprehension and
this shows in his Running
Records.
rhyming patterns. He is now
working above in Reading.
Taesharn knows all letters
sounds, blends and can
identify many chunks now.
He is able to recognize
rhyming patterns and can
identify alternative of
making sounds. He is now
working above in Reading.
Taesharn knows all letters
sounds, blends and can
identify many chunks now.
He is able to recognize
rhyming patterns and can
identify alternative of
making sounds. He is now
working above in Reading.
Taesharn reads with good
understanding and is self
correcting in his reading.
Class Reading, Independent
Reading and Peer Reading.
Really focus on building up
Taesharns Growth Mindset
and self-esteem as well as
installing Calming Down
Strategies.
Continue building phonic
knowledge blending
sounds, alternative sounds,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Continue focusing on
building up Taesharns
Growth Mindset and self-
esteem as well as installing
Calming Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
Continue building phonic
knowledge blending
sounds, alternative sounds,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Ensuring Taesharn learns
alternative ways of making
the one sound and where
the sounds can be found in
words. Eg er is more often
Books of interest chosen
where possible.
Focussing on
comprehension and being
able to retell books in the
correct order.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Using lots of praise to build
up Taesharns confidence
and self-esteem.
Cloze Procedure with the
Poem on a Friday.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences.
to encourage more on-task
behaviours. Using lots of praise to Taesharn has gone from
encourage effort and Level 16 to Level 19 this
Roslyn Investigators participation in individual, term. Running Records
Longworth Education group and whole class show that he is self-
around Learning through situations. correcting errors and
Play reading for meaning.
Continuing to encourage
Collaboration with Taesharn to transfer phonics Taesharn has gone from
colleagues. and sound knowledge into Level 19 to Level 22 this
his Reading and Writing. term. Running Records
Engaging in talk during Using sound cards with show that he is self-
Investigation Time digraphs, chunks and blends correcting errors and
on one side to encourage reading for meaning. He is
Readings Taesharn to find the correct also identifying chunks in
sound to help him read and words and correctly
Roslyn Investigators write these sounds. blending these sounds
Longworth Education together.
around Learning through Guided Reading 3x a week
Play and and Guided Writing 4
times a week.
Collaboration with
colleagues. Using lots of praise to
encourage effort and
Engaging in talk during participation in individual,
Investigation Time group and whole class
situations.
Readings
Continuing to encourage
Roslyn Investigators Taesharn to transfer phonics
Longworth Education and sound knowledge into
around Learning through his Reading and Writing.
Play Using sound cards with
digraphs, chunks and blends
Collaboration with on one side to encourage
colleagues. Taesharn to find the correct
sound to help him read and
Engaging in talk during write these sounds. Getting
Investigation Time Taesharn to talk about what
he notices in words
Readings blends, chunks, endings.
than not at the end of a
word.
Continue focusing on
building up Taesharns
Growth Mindset and self-
esteem as well as installing
Calming Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
Continue building phonic
knowledge blending
sounds, alternative sounds,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Ensuring Taesharn learns
alternative ways of making
the one sound and where
the sounds can be found in
words. Eg er is more often
than not at the end of a
word. Encouraging
Taesharn to use a range of
strategies when faced with
an unknown word and
explicitly teaching reading
on in a sentence and self
correcting himself.
Continue focusing on
building up Taesharns
Growth Mindset and self-
esteem as well as installing
Calming Down Strategies.
Handwriting 4 times a week Guided Reading 3x a week
focusing on letter formation and and Guided Writing 4
and sizing. times a week.
Writing Reading Rocket
words and reading from Using lots of praise to
Browsing Box 5x a week. encourage effort and
Cloze procedure on a Friday participation in individual,
linked to poem. group and whole class
situations.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Applying writing
focus into phonics. Eg
Adverbs/show not tell etc.
Handwriting 4 times a week
focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.

Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary. Having a
comprehension activity as
part of a Must Do in the
week.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Applying writing
focus into phonics. Eg
Adverbs/show not tell etc.
Handwriting 4 times a week
focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.
Dean Knows all his letter
sounds and all his Early
Words. He does have
behavioural difficulties and
does need to persevere at
tasks even when they seem
difficult. Reading is not
always done at home.
Dean knows all his letter
sounds and digraphs but
does need to always blend
these sounds correctly
together. He is reliant upon
initial sounds and pictures
when trying to decode
unknown words. Dean has
behavioral difficulties and
this does effect effort at
times.
Dean knows all his letter
sounds and digraphs but
does need to always blend
these sounds correctly
together. He is reliant upon
initial sounds and pictures
when trying to decode
unknown words and does
sometimes guess the word
without looking at medial
sounds. Dean has
behavioral difficulties and
this does effect effort at
times.
Dean knows all his letter
sounds and digraphs but
does need to always blend
these sounds correctly
together. He is reliant upon
initial sounds and pictures
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Reading daily through
Guided Reading, Whole
Class Reading, Independent
Reading and Peer Reading.
Really focus on building up
Deans Growth Mindset and comprehension and being
self-esteem as well and
installing Calming Down
Strategies.
Continue building phonic
knowledge blending alongside Peer Reading in a
sounds, rhyming patterns,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Continue focusing on
building up Deans Growth Cloze Procedure with the
Mindset and self-esteem as
well as installing Calming
Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring such as fluency
and expression and focusing
on inference, retrieval and
comprehension.
Daily Phonics sessions
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Books of interest chosen
where possible.
Focussing on
able to retell books in the
correct order.
Big Book, Guided and
Independent Reading daily
week.
Using lots of praise to build
up Deans confidence and
self-esteem.
Poem on a Friday.
Guided Reading 4 days a
week plus going to Maureen
for 2 days each week for
Reading Intervention. Focus
on identifying chunks in
words, inference, retrieval
and also comprehension.
Linking Reading and Writing
and identifying good
PD with Literacy Evolution Encouraging Dean to
transfer phonics and sound
Roslyn Investigators knowledge into his Reading
Longworth Education and Writing. Using sound
around Learning through cards with digraphs, chunks
Play and blends on one side to
encourage Dean to find the
Talking to colleagues for correct sound to help him
ideas read and write these
sounds.
Roslyn Investigators
Longworth Education Guided Reading and Guided
around Learning through Writing 4 times a week.
Play
Reading with Maureen for
Collaboration with Reading Booster 2 times a
colleagues. week (Tuesday and
Wednesday).
Engaging in talk during
Investigation Time Using lots of praise to
encourage effort and
Readings participation in individual,
group and whole class
Roslyn Investigators situations.
Longworth Education
around Learning through Continuing to encourage
Play Dean to transfer phonics
and sound knowledge into
Collaboration with his Reading and Writing.
colleagues. Using sound cards with
digraphs, chunks and blends
Engaging in talk during on one side to encourage
Investigation Time Dean to find the correct
sound to help him read and
Readings write these sounds.
Roslyn Investigators Guided Reading and Guided
Longworth Education Writing 4 times a week.
around Learning through
Play Using lots of praise to
encourage effort and
participation in individual,
Dean has plateaued this
term in terms of his Reading
Level. His skills with
rhyming patterns have
broadened and also he can
identify more digraphs and
chunks in words. He is more
confident blending sounds
together and is really
identifying blends in words.
He reads with good
comprehension but just
needs to read for meaning
as he is reading.
Regular Running Records
Dean is now independently
trying to sound out
unknown words far more
than what he was doing.
Running Records show that
he does not always Read for
meaning so Guided Sessions
are focusing on encouraging
this. He has progressed
from Level 14 to Level 17
this term.
Dean is now independently
trying to sound out
unknown words far more
than what he was doing and
making more accurate
attempts. Running Records
show that he does not
always Read for meaning so
Guided Sessions are
focusing on encouraging
this. He has progressed
when trying to decode
unknown words and does
sometimes guess the word
without looking at medial
sounds. Dean has
behavioral difficulties and
this does effect effort at
times. He also needs to
always accurately retrieve
information from a text.
Encouraging Dean to notice
chunks in words to help him
correctly blend sounds
together.
Continue building phonic
knowledge blending
sounds, rhyming patterns,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Encouraging Dean to talk
about what he notices in
words and also sound talk
words to identify the
chunks/blends.
Continue focusing on
building up Deans Growth doing in Handwriting into all
Mindset and self-esteem as
well as installing Calming
Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring such as fluency
and expression and focusing
on inference, retrieval and
comprehension.
Encouraging Dean to notice
chunks in words to help him
correctly blend sounds
together.
Continue building phonic
knowledge blending
sounds, alternative sounds,
endings of words etc.
examples of conjunctions, Collaboration with group and whole class from Level 17 to Level 20
openers and vocabulary. colleagues. situations. this term.
Big Book, Guided and Engaging in talk during Continuing to encourage
Independent Reading daily Investigation Time Dean to transfer phonics
alongside Peer Reading in a and sound knowledge into
week. Readings his Reading and Writing.
Using sound cards with
Daily Phonics recapping digraphs, chunks and blends
blends/digraphs/chunks, on one side to encourage
teaching sounds, practicing Dean to find the correct
and applying through sound to help him read and
writing words and dictated write these sounds. Using
sentences. the jingle with him to get
him associating sounds with
Handwriting 4 times a week a jingle.
focusing on letter formation
and sizing. Encouraging Guided Reading and Guided
Dean to transfer what hes Writing 4 times a week.
his written work across all Using lots of praise to
areas of his learning. encourage effort and
Writing Reading Rocket participation in individual,
words and reading from group and whole class
Browsing Box 5x a week. situations.
Cloze procedure on a Friday
linked to poem.
Guided Reading 4 days a
week plus going to Maureen
for 2 days each week for
Reading Intervention. Focus
on identifying chunks in
words, inference, retrieval
and also comprehension.
Linking Reading and Writing
and identifying good
examples of conjunctions,
openers and vocabulary.
Big Book, Guided and
Independent Reading daily
Ensuring Reading and
Writing and linked closely.
Ensuring Dean learns
alternative ways of making
the one sound and where
the sounds can be found in
words. Eg er is more often
than not at the end of a
word. Encouraging Dean to
use a range of strategies
when faced with an
unknown word and explicitly
teaching reading on in a
sentence and self correcting
himself.
Continue focusing on
building up Deans Growth
Mindset and self-esteem as
well as installing Calming
Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Getting Dean to
notice chunks/blends in
words. Learning alternative
ways of making a sound.
Handwriting 4 times a week
focusing on letter formation
and sizing. Encouraging
Dean to transfer what hes
doing in Handwriting into all
his written work across all
areas of his learning.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary. Having a
comprehension activity as
part of a Must Do in the
week.
Big Book, Guided and
Independent Reading daily
 alongside Peer Reading in a
week.

Daily Phonics recapping

blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Applying writing
focus into phonics. Eg
Adverbs/show not tell etc.

Handwriting 4 times a week

focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.

Te Ahurei Te Ahurei
knows all his initial sounds
and most of his Early Words.
He has a positive attitude to
Reading. He struggles with
Letter formation. Reading is
not done at home.
Te Ahurei knows all his
letters and sounds. His
formation of letters is not
always correct and there are
some letter reversals. He
has a positive attitude to
Reading and knows most
chunks and digraphs now.
Reading and his Reading
Rocket is not done at home
Building letter and sound Daily Phonics sessions
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Reading daily through
Guided Reading, Whole
Class Reading, Independent
Reading and Peer Reading.
Building up Growth Mindset
to persevere even when
things get tricky.
PD with Literacy Evolution
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Books of interest chosen
where possible.
Focussing on
comprehension and being
able to retell books in the
correct order.
Encouraging Te Ahurei to
transfer phonics and sound
Roslyn Investigators knowledge into his Reading
Longworth Education and Writing. Using sound
around Learning through cards with digraphs, chunks
Play and blends on one side to
encourage Te Ahurei to find
Talking to colleagues for the correct sound to help
ideas him read and write these
sounds.
Roslyn Investigators Guided Reading and Guided
Longworth Education Writing 4 times a week.
around Learning through
Play Reading with Maureen for
Reading Booster 2 times a
Collaboration with week (Tuesday and
colleagues. Wednesday).
Te Ahurei has progressed in
Reading from Level 11 to
Level 15.
Te Ahurei knows a number
of digraphs and chunks and
is able to identify these in
his books. Te Ahurei is also
identifying blends in his
reading now.
Te Ahurei knows all his Early
Words now.
Regular Running Records are
showing that Te Ahurei is
Reading for Meaning and is
using more Reading
and he does not bring his
book bag to school.
Te Ahurei knows all his
letters and sounds. His
formation of letters is not
always correct and there are
some letter reversals. He
has a positive attitude to
Reading and knows most
chunks and digraphs now.
Reading and his Reading
Rocket is not done at home
and he does not bring his
book bag to school.
Te Ahurei knows all his
letters and sounds. His
formation of letters is not
always correct and there are
some letter reversals. He
has a positive attitude to
Reading and knows most
chunks and digraphs now.
Reading and his Reading
Rocket is not done at home
and he does not bring his
book bag to school. He is
self correcting in his reading
and reading for meaning.
Continue building phonic
knowledge blending
sounds, rhyming, alternative
sounds, endings of words
etc. Ensuring Reading and
Writing and linked closely.
Continue focusing on
building up Te Ahureis
Growth Mindset and self-
esteem.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
Ensuring practice of writing
is done daily for letter
formation.
Continue building phonic
knowledge blending
sounds, rhyming, alternative
sounds, endings of words
etc. Ensuring Reading and
Writing and linked closely.
Continue focusing on
building up Te Ahureis
Growth Mindset and self-
esteem.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Using lots of praise to build
up Te Ahureis confidence
and self-esteem.
Cloze Procedure with the
Poem on a Friday.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences.
Handwriting 4 times a week
focusing on letter formation
and sizing. Encouraging Te
Ahurei to transfer what hes
doing in Handwriting into all
his written work across all
areas of his learning.
Engaging in talk during Using lots of praise to
Investigation Time encourage effort and
participation in individual,
Readings group and whole class
situations.
Roslyn Investigators
Longworth Education Continuing to encourage Te
around Learning through Ahurei to transfer phonics
Play and sound knowledge into
his Reading and Writing.
Collaboration with Using sound cards with
colleagues. digraphs, chunks and blends
on one side to encourage Te
Engaging in talk during Ahurei to find the correct
Investigation Time sound to help him read and
write these sounds.
Readings
Guided Reading 3x a week
Roslyn Investigators and Guided Writing 4 times
Longworth Education a week.
around Learning through
Play Using lots of praise to
encourage effort and
Collaboration with participation in individual,
colleagues. group and whole class
situations.
Engaging in talk during
Investigation Time Continuing to encourage Te
Ahurei to transfer phonics
Readings and sound knowledge into
his Reading and Writing.
Using sound cards with
digraphs, chunks and blends
on one side to encourage Te
Ahurei to find the correct
sound to help him read and
write these sounds.
Guided Reading 3x a week
and Guided Writing 4 times
a week.
strategies rather than just
looking at the initial sounds.
Te Ahurei blends sounds
together with growing
confidence.
Te Ahurei has gone from
Level 15 to Level 20 this
term. Te Ahurei knows all
his letter sounds and is now
correctly blending sounds
together when reading
unknown words. Running
Records show that Te Ahurei
is reading for meaning and
self-correcting as he is
reading.
Te Ahurei has gone from
Level 20 to Level 22 this
term. Te Ahurei knows all
his letter sounds and is now
correctly blending sounds
together when reading
unknown words. Running
Records show that Te Ahurei
reads with good
comprehension, is reading
for meaning and is self-
correcting. Stopped him at
Level 22 to ensure he is
always reading fluently.
inference, retrieval and
comprehension.
Ensuring practice of writing
is done daily for letter
formation. Getting him to
practice letters he is
reversing.
Continue building phonic
knowledge blending
sounds, alternative sounds,
endings of words etc.
Ensuring Reading and
Writing and linked closely.
Ensuring Te Ahurei learns
alternative ways of making
the one sound and where
the sounds can be found in
words. Eg er is more often
than not at the end of a
word. Encouraging Dean to
use a range of strategies
when faced with an
unknown word and explicitly
teaching reading on in a
sentence and self correcting
himself.
Continue focusing on
building up Te Ahureis
Growth Mindset and self-
esteem as well as installing
Calming Down Strategies.
Continue reading Big Books,
poems and doing Guided
Reading Sessions to keep
good Reading behaviours
occurring and focusing on
inference, retrieval and
comprehension.
Writing Reading Rocket Using lots of praise to
words and reading from encourage effort and
Browsing Box 5x a week. participation in individual,
Cloze procedure on a Friday group and whole class
linked to poem. situations.
Guided Reading 3 days a
week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary.
Big Book, Guided and
Independent Reading daily
alongside Peer Reading in a
week.
Daily Phonics recapping
blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Getting Te
Ahurei to talk about what he
notices in words chunks
and blends and digraphs.
Handwriting 4 times a week
focusing on letter formation
and sizing. Encouraging Te
Ahurei to transfer what hes
doing in Handwriting into all
his written work across all
areas of his learning.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.

Guided Reading 3 days a

week. Focus on identifying
chunks in words, inference,
retrieval and also
comprehension. Linking
Reading and Writing and
identifying good examples of
conjunctions, openers and
vocabulary. Having a
comprehension activity as
part of a Must Do in the
week.

Big Book, Guided and

Independent Reading daily
alongside Peer Reading in a
week.

Daily Phonics recapping

blends/digraphs/chunks,
teaching sounds, practicing
and applying through
writing words and dictated
sentences. Applying writing
focus into phonics. Eg
Adverbs/show not tell etc.

Handwriting 4 times a week

focusing on letter formation
and sizing.
Writing Reading Rocket
words and reading from
Browsing Box 5x a week.
Cloze procedure on a Friday
linked to poem.

Writing Target Group (Year 1 3 Boys)


Scanning
Whats going on?
How do we know?
Blaze
Blaze can write some high
frequency words. He can
write simple sentences.
Blaze does find it hard
recording all the sounds he
hears as he has hearing
difficulties. He does need to
work on letter formation.
Blaze has a good learning
attitude.
Blaze is able to write
compound sentences as well
as simple sentences. He is
confident using his word
card and is now recording
more sounds in unknown
words but this is a target
area as he does have
Hearing difficulties. Blaze
has a positive attitude to
Writing.
Blaze is able to write
compound sentences as well
as simple sentences. He is
confident using his word
card and is now recording
more sounds in unknown
words but this is a target
area as he does have
Hearing difficulties. He is
now starting to use complex
sentences also. Blaze has a
positive attitude to Writing.
Blaze, Taesharn, Dean, Te Ahurei, Axel, John-Luke (Year 2/3)
Focusing
Where will concentrating
our energies make the most
difference?
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging Blaze to speak
in full sentences. Saying the
word out loud and using a
word card to help identify
the chunk or digraph he is
saying.
Continue daily phonics
focusing on chunks and
digraphs, rhyming patterns,
endings, recording sounds
and words. Small phonics
group with Tracey focusing
on sounds.
Continue Guided Reading
sessions 4x a week to build
up high frequency words.
This is also done through Big
Books, Poems and
Independent Reading.
Developing a Hunch
How are we contributing to
the situation?
Daily Phonics sessions
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing Blaze to good
models of writing.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
Linking Reading and Writing
and encouraging Blaze to
transfer his knowledge.
Handwriting practice 4x a
week. Small phonics group
with Tracy.
Continue encouraging Blaze
to use visual prompts
around classroom and also
word cards with a picture
for Blaze to refer to if
needed.
New Learning
How and where will we learn
more about what to do?
PD with Rita Palmer around
mentor text
Literacy evolution PD
Talking to colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
Taking Action
What can we do differently
to make enough of a
difference?
Encouraging Blaze to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Blaze to find the
correct sound to help him
read and write these
sounds.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics. Also,
encouraging Blaze to
contribute during Shared
Writing.
Guided Reading and Guided
Writing 4 times a week.
Stephanie (Van Ash) to
support Blaze 3 times a
week with booster phonics
and work around sounds,
chunks, digraphs.
Shared Writing
Encouraging Blaze to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Blaze to find the
Checking
Have we made enough of a
difference?
Blaze is recording more
sounds he hears in words.
Blaze speaks in full
sentences more and this is
helping with the structure of
his sentences. Confidence is
growing around writing and
giving things a go. Blaze is
still at Early Level 1ii.
Blaze is writing at 1ii. His
writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
Blaze is writing at 1ii. His
writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
He is also starting to use
complex sentences and he
uses punctuation more
consistently.
Blaze is able to write
compound sentences as well
as simple sentences. He is
confident using his word
card and is now recording
more sounds in unknown
words but this is a target
area as he does have
Hearing difficulties. He is
now starting to use complex
sentences also. Blaze has a
positive attitude to Writing.
Blaze needs to now start
editing his work and reading
back over his work
independently to ensure it
all makes sense and has
correct punctuation.
Continue encouraging Blaze
to speak in full sentences.
Position Blaze at the front
during mat sessions and
beside the teacher during
Guided sessions.
Daily Writing 4x a week with
Teacher. Highlighting when
target has been met and
building confidence in
himself.
Continue daily phonics
focusing on chunks and
digraphs, rhyming patterns,
endings, recording sounds
and words. Small phonics
group with Tracey focusing
on sounds.
Continue Guided Reading
sessions 4x a week to build
up high frequency words.
This is also done through Big
Books, Poems and
Independent Reading.
Continue encouraging Blaze
to speak in full sentences.
Position Blaze at the front
during mat sessions and
beside the teacher during
Guided sessions.
Daily Writing 4x a week with
Teacher. Highlighting when
target has been met and
building confidence in
himself.
COL
Using good models of
writing with Blaze.
Identifying these in Big
Books, mentor texts and
also during Guided Reading.
Continuing to use lots of
praise and Blaze using the
highlighter to highlight when
he meets his targets.
Linking Reading and Writing.
Writing 4 times a week.
Stephanie (Vanasch) doing
phonics and supporting
Blaze within Reading and
Writing during her 3
sessions in the classroom.
Handwriting practice 4x a
week. Small phonics group
with Tracy.
Continue encouraging Blaze
to use visual prompts
around classroom and also
word cards with a picture
for Blaze to refer to if
needed.
Using good models of
writing with Blaze.
Identifying these in Big
Books, mentor texts and
also during Guided Reading.
Continuing to use lots of
praise and Blaze using the
highlighter to highlight when
he meets his targets.
correct sound to help him
read and write these
sounds.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics. Also,
encouraging Blaze to
contribute during Shared
Writing.
Guided Reading and Guided
Stephanie (Van Ash) to
support Blaze 3 times a
week with booster phonics
and work around sounds,
chunks, digraphs.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Encouraging Blaze to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Blaze to find the
correct sound to help him
read and write these
sounds.
Writing activities when
Stephanie comes in.
Continue daily phonics
focusing on chunks and
digraphs, rhyming patterns,
endings, recording sounds
and words. Small phonics
group with Tracey focusing
on sounds.
Continue Guided Reading
sessions 4x a week to build
up high frequency words.
This is also done through Big
Books, Poems and
Independent Reading.
Continue encouraging Blaze
to speak in full sentences.
Position Blaze at the front
during mat sessions and
beside the teacher during
Guided sessions.
Daily Writing 4x a week with
Teacher. Highlighting when
target has been met and
building confidence in
himself.
Writing activities when
Stephanie comes in.
Explicitly teaching complex
sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.
Linking Reading and Writing.
Stephanie (Vanasch) doing
phonics and supporting
Blaze within Reading and
Writing during her 3
sessions in the classroom.
Handwriting practice 4x a
week. Small phonics group
with Tracy.
Continue encouraging Blaze
to use visual prompts
around classroom and also
word cards with a picture
for Blaze to refer to if
needed.
Using good models of
writing with Blaze.
Identifying these in Big
Books, mentor texts and
also during Guided Reading.
Continuing to use lots of
praise and Blaze using the
highlighter to highlight when
he meets his targets.
Linking Reading and Writing.
Stephanie (Vanasch) doing
phonics and supporting
Blaze within Reading and
Writing during her 3
sessions in the classroom.
Sitting Blaze in a place on
the carpet where he is in full
view of the Big Book, Poem
and during Phonics. Also,
encouraging Blaze to
contribute during Shared
Writing.
Guided Reading and Guided
Writing 4 times a week.
Stephanie (Van Ash) to
support Blaze 3 times a
week with booster phonics
and work around sounds,
chunks, digraphs.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Taesharn
Taesharn can write some
high frequency words
correctly and has a good
vocabulary. He does need
to work on using consistent
sizing in his writing.
Taesharn does have
behavior difficulties and
finds it hard to persevere at
tasks when things get more
challenging and maintain
stamina.
Taesharn has behavior
issues that can effect effort
during Writing time. He has
a good grasp on spelling
patterns and can spell many
high frequency words
correctly. His letter sizing is
very large. Taesharn does
need to maintain stamina
throughout the task to see a
task through to completion.
Taesharn has behavior
issues that can effect effort
during Writing time. He has
a good grasp on spelling
patterns and can spell many
high frequency words
correctly. His letter sizing is
very large. Taesharn does
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging Taesharn to
read back over his work to
ensure it always makes
sense.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage
Taesharn to stick at a task
for longer.
Reading back over his work
to ensure sense.
Encouraging Taesharn to use
consistent sizing with
letters.
Daily Phonics sessions
looking at letters and sounds
(Literacy Evolution).
Building up knowledge
around blends, chunks,
digraphs.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing Taesharn to good
models of writing. Using
other childrens work and
his own to show good
models.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
Linking Reading and Writing
and encouraging Taesharn
to transfer his knowledge.
Continue to support
Taesharn with Writing 4x a
week. Encourage Taesharn
to use conjunctions and
good openers in his writing.
PD with Rita Palmer around Encouraging Taesharn to
mentor text transfer phonics and sound
knowledge into his Reading
Literacy evolution PD and Writing. Using sound
cards with digraphs, chunks
Talking to colleagues and blends on one side to
encourage Taesharn to find
COL the correct sound to help
him read and write these
PD with Rita Palmer around sounds.
mentor text and bridging
gap between 1ii and 1iii. Guided Reading and Guided
Writing 4 times a week.
Literacy evolution PD
Shared Writing words. He is now using
Talking to colleagues.
Encouraging Taesharn to
COL transfer phonics and sound
knowledge into his Reading
PD with Rita Palmer around and Writing. Using sound
mentor text and bridging cards with digraphs, chunks
gap between 1ii and 1iii. and blends on one side to
encourage Taesharn to find
Literacy evolution PD the correct sound to help
him read and write these
Talking to colleagues. sounds.
COL Guided Reading and Guided
Writing 4 times a week.
PD with Rita Palmer around
mentor text and bridging Word cards with high
gap between 1ii and 1iii. frequency words and
digraphs/chunks.
Literacy evolution PD
Shared Writing daily
Talking to colleagues.
Taesharn is writing more
high frequency words
correctly. He is using more
conjunctions in his writing.
Confidence and stamina is
increasing around writing.
Taesharn is still writing at
Level 1ii.
Taesharn is writing at 1ii.
His writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
conjunctions in his writing
but does need to remember
to begin sentences in
different ways rather than
and and and.
Taesharn is writing at 1iii.
His writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning his
sentences in different ways.
He is starting to add more
detail into his writing.
need to maintain stamina
throughout the task to see a
task through to completion.
Taesharn has behavior
issues that can effect effort
during Writing time. He has
a good grasp on spelling
patterns and can spell many
high frequency words
correctly. His letter sizing is
very large. Taesharn does
need to maintain stamina
throughout the task to see a
task through to completion.
His vocabulary is very good
and he has a good grasp of
spelling patterns.
Using highlighter so
Taesharn can highlight when
he has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage
Taesharn to stick at a task
for longer.
Reading back over his work
to ensure sense.
Encouraging Taesharn to use
consistent sizing with
letters.
Using highlighter so
Taesharn can highlight when
he has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Taesharn to use highlighter
when he achieves his
targets.
Continue to expose
Taesharn to good examples
of writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support
Taesharn with Writing 4x a
week. Encourage Taesharn
to use conjunctions and
good openers in his writing.
Taesharn to use highlighter
when he achieves his
targets.
Continue to expose
Taesharn to good examples
of writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support
Taesharn with Writing 4x a
week. Encourage Taesharn
to use conjunctions and
good openers in his writing.
Peer share
COL
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Encouraging Taesharn to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Taesharn to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Modelling writing and
explaining his goals clearly.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage
Taesharn to stick at a task
for longer.
Reading back over his work
to ensure sense.
Taesharn to use highlighter
when he achieves his
targets.
Continue to expose
Taesharn to good examples
of writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.

Encouraging Taesharn to use

consistent sizing with
letters.

Using highlighter so
Taesharn can highlight when
he has hit his targets.

Writing 4x a week with a

teacher.

Having visual prompts

around classroom VCOP

Using mentor texts and

good examples of writing.
Modelling writing and
explaining his goals clearly.

Explicitly teaching complex

sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.
John-Luke
John-Luke has a positive
learning attitude and is
willing to give things a go.
He is ESOL and does struggle
with tense and correct
sentence structure. He can
write many high frequency
words. Letter formation is
relatively good but does
need to work on consistent
sizing.
John-Luke has a positive
attitude to Writing and
listens to any advice given.
He is ESOL and does struggle
with correct sentence
structure, vocabulary and
also tense. He can spell
many high frequency words
correctly. His handwriting
has improved but this is
something is still working
on. He can record many
sounds he hears in unknown
words.
John-Luke has a positive
attitude to Writing and
listens to any advice given.
He is ESOL and does struggle
with correct sentence
structure, vocabulary and
also tense. He can spell
many high frequency words
correctly. His handwriting
has improved but this is
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging John-Luke to
read back over his work to
ensure it always makes
sense.
Modelling correct sentence
structure and conferencing
with John-Luke.
Building phonics knowledge
through phonics. Look at
spelling patterns, rhyming
patterns, endings etc.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage John-
Luke within Writing.
Reading back over his work
to ensure sense.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing John-Luke to good
models of writing. Using
other childrens work and
his own to show good
models.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
Linking Reading and Writing
and encouraging John-Luke
to transfer his knowledge.
Daily phonics and building
up John-Lukes word bank.
Discussing vocabulary that
John-Luke does not know.
Continue to support John-
Luke with Writing 4x a week.
Encourage John-Luke to use
conjunctions and good
openers in his writing. John-
Luke also gets 2 extra
sessions of writing with
Maureen 2x a week.
PD with Rita Palmer around
mentor text
Literacy evolution PD
Discussions with colleagues.
Encouraging John-Luke to
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
Writing with Maureen on a
Thursday in her booster
group.
ESOL support 5 times a
week with Kim.
around writing. John-Luke is
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage John-Luke to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Shared Writing
Encouraging John-Luke to
read back over his work and
modelling correct sentence
structure to him. Getting
him to say the sentence out
loud so he can hear the
sentence.
Encouraging John-Luke to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage John-Luke to find
John-Luke is writing more
high frequency words
correctly. He is using more
conjunctions in his writing
and trying hard to use
punctuation consistently.
Confidence is increasing
still writing at Level 1ii.
John-Luke is writing at 1ii.
His writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
He is still focusing on putting
his writing in the correct
tense.
John-Luke is writing at 1iii.
His writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
He is still focusing on putting
his writing in the correct
tense.
something is still working
on. He can record many
sounds he hears in unknown
words and is reading back
over his work more to
ensure sense.
John-Luke has a positive
attitude to Writing and
listens to any advice given.
He is ESOL and does struggle
with correct sentence
structure, vocabulary and
also tense. He can spell
many high frequency words
correctly. His handwriting
has improved but this is
something is still working
on. He can record many
sounds he hears in unknown
words and is reading back
over his work more to
ensure sense. He now
needs to work on editing his
work and reading back over
his work to see if he can
uplevel or correct anything.
Using highlighter so John-
Luke can highlight when he
has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Is ESOL so will be focusing
on building vocabulary and
work around tense.
Building phonics knowledge
through phonics. Look at
spelling patterns, rhyming
patterns, endings etc.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage John-
Luke within Writing.
Reading back over his work
to ensure sense.
Using highlighter so John-
Luke can highlight when he
has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
John-Luke to use highlighter
when he achieves his
targets.
Continue to expose John-
Luke to good examples of
writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support John-
Luke with Writing 4x a week.
Encourage John-Luke to use
conjunctions and good
openers in his writing. John-
Luke also gets 2 extra
sessions of writing with
Maureen 2x a week.
John-Luke to use highlighter
when he achieves his
targets.
Continue to expose John-
Luke to good examples of
writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Linking Reading to Writing.
COL the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
ESOL support with Kim 5x a
week.
Encouraging John-Luke to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage John-Luke to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.

Is ESOL so will be focusing
on building vocabulary and
work around tense.
Building phonics knowledge
through phonics. Look at
spelling patterns, rhyming
patterns, endings etc.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage John-
Luke within Writing.
Reading back over his work
to ensure sense.
Using highlighter so John-
Luke can highlight when he
has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Continue to support John- Shared Writing daily
Luke with Writing 4x a week.
Encourage John-Luke to use Peer share
conjunctions and good
openers in his writing. John- Vocalising his sentences
Luke also gets 2 extra before writing them.
sessions of writing with
Maureen 2x a week. Visual prompts around the
room.
John-Luke to use highlighter
when he achieves his ESOL support with Kim 5x a
targets. week.
Continue to expose John-
Luke to good examples of
writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Linking Reading to Writing.

Using mentor texts and

good examples of writing.

Is ESOL so will be focusing

on building vocabulary and
work around tense.

Explicitly teaching complex

sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.
Axel
Axel does find writing
difficult and his letter
formation is very poor. He
can write some high
frequency words but this is
an area he needs support
around. He does speak in
full sentences but finds it
hard getting his ideas from
his head to paper.
Axel can write many high
frequency words correctly
and is now recording more
sounds that he can hear in
unknown words. His letter
formation is poor and some
of his letters are reversed.
His sentence structure has
improved and he now writes
on more and uses better
vocabulary in his writing.
Axel can write many high
frequency words correctly
and is now recording more
sounds that he can hear in
unknown words. His letter
formation has improved but
some of his letters are
reversed in particular bs
and ds. His sentence
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging Axel to read
back over his work to ensure
it always makes sense.
Targetting letter formation
within the writing session
also.
Modelling correct sentence
structure and conferencing
with Axel.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Axel
to stick at a task for longer.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing Axel to good
models of writing. Using
other childrens work and
his own to show good
models.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
Linking Reading and Writing
and encouraging Axel to
transfer his knowledge.
Daily phonics and building
up Axels word bank.
Discussing vocabulary that
Axel does not know.
Continue to support Axel
with Writing 4x a week.
Encourage Axel to use
conjunctions and good
openers in his writing.
Writing with Maureen on a
PD with Rita Palmer around Thursday in her booster
mentor text group.
Literacy evolution PD Encouraging Axel to transfer
phonics and sound
Discussions with colleagues knowledge into his Reading
and Writing. Using sound
COL cards with digraphs, chunks
and blends on one side to
PD with Rita Palmer around encourage Axel to find the
mentor text and bridging correct sound to help him
gap between 1ii and 1iii. read and write these
sounds.
Literacy evolution PD
Guided Reading and Guided
Talking to colleagues. Writing 4 times a week.
COL Shared Writing
PD with Rita Palmer around Encouraging Axel to read
mentor text and bridging back over his work and
gap between 1ii and 1iii. modelling correct sentence
structure to him. Getting
Literacy evolution PD him to say the sentence out
loud so he can hear the
Talking to colleagues. sentence.
COL Encouraging Axel to transfer
phonics and sound
PD with Rita Palmer around knowledge into his Reading
mentor text and bridging and Writing. Using sound
gap between 1ii and 1iii. cards with digraphs, chunks
Axel is writing more high
frequency words correctly.
He is using more
conjunctions in his writing.
Sentences are making sense
and Axel is using
punctuation more often.
Confidence is increasing
around writing. Axel is still
writing at Level 1ii.
Axel is writing at 1ii. His
writing now makes more
sense. He is still working
hard at forming his letters
correctly and also making
accurate spelling attempts.
He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
Axel is beginning to use
personal voice in his writing
also.
Axel is writing at 1iii. His
writing now makes sense
and he is using some
interesting vocabulary. He is
still working hard at forming
his letters correctly and also
making accurate spelling
attempts. He is now using
structure has improved and
he now writes on with
confidence and uses good
vocabulary.
Axel can write many high
frequency words correctly
and is now recording more
sounds that he can hear in
unknown words. His letter
formation has improved but
some of his letters are
reversed in particular bs
and ds. His sentence
structure has improved and
he now writes on with
confidence and uses good
vocabulary. He now needs
to edit his work and read
back over his work to ensure
it always makes sense and
to check spelling of high
frequency words.
Reading back over his work
to ensure sense.
Encouraging Axel to use
consistent sizing with
letters.
Using highlighter so Axel can
highlight when he has hit his
targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Encouraging Axel to use a
word card to help him spell
unknown words.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Axel
to stick at a task for longer.
Reading back over his work
to ensure sense.
Encouraging Axel to use
consistent sizing with
letters.
Using highlighter so Axel can
highlight when he has hit his
targets.
Maureen to support Axel for
2 extra sessions per week.
Axel to use highlighter when
he achieves his targets.
Continue to expose Axel to
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Axel
with Writing 4x a week.
Encourage Axel to use
conjunctions and good
openers in his writing.
Maureen to support Axel for
2 extra sessions per week.
Axel to use highlighter when
he achieves his targets.
Continue to expose Axel to
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Axel
with Writing 4x a week.
Encourage Axel to use
conjunctions and good
openers in his writing.
and blends on one side to conjunctions in his writing
Literacy evolution PD encourage Taesharn to find and is using different
the correct sound to help sentence starters. Axel is
Talking to colleagues. him read and write these beginning to use personal
sounds. voice in his writing also.
COL
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Booster writing groups with
Mrs Thompson 1 day a
week.
Encouraging Axel to transfer
phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Taesharn to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
 Word cards with high
Writing 4x a week with a Axel to use highlighter when frequency words and
teacher. he achieves his targets. digraphs/chunks.

Having visual prompts Continue to expose Axel to Shared Writing daily

around classroom VCOP
Using mentor texts and
good examples of writing.
Encouraging Axel to use a
word card to help him spell
unknown words.
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.

Getting him to practice Booster writing groups with

letters when he reverses Mrs Thompson 1 day a
them. week.

Building confidence and self- Toe by Toe with Kim.

esteem within Writing. Lots
of praise to encourage Axel
to stick at a task for longer.

Reading back over his work

to ensure sense.

Encouraging Axel to use

consistent sizing with
letters.

Using highlighter so Axel can

highlight when he has hit his
targets.

Writing 4x a week with a

teacher.

Having visual prompts

around classroom VCOP

Using mentor texts and

good examples of writing.

Dean
Dean can write some high
frequency words correctly
and has a good vocabulary.
He does need to work on
using consistent sizing in his
writing. Dean does have
behavior difficulties and
finds it hard to persevere at
tasks when things get more
challenging and maintain
stamina.
Dean has behavior issues
that can effect effort during
Writing time. He can spell
many high frequency words
correctly. His letter sizing is
very large and his
presentation is messy in
Encouraging Axel to use a
word card to help him spell
unknown words.
Getting him to practice
letters when he reverses
them.
Explicitly teaching complex
sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging Dean to read
back over his work to ensure
it always makes sense.
Targetting letter formation
within the writing session
also.
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing Dean to good
models of writing. Using
other childrens work and
his own to show good
models.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
PD with Rita Palmer around
mentor text
Literacy evolution PD
Discussions with colleagues.
COL
PD with Rita Palmer around
mentor text and bridging
gap between 1ii and 1iii.
Literacy evolution PD
Talking to colleagues.
COL
Writing with Maureen on a
Thursday in her booster
group.
Encouraging Dean to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound is now attempting to use
cards with digraphs, chunks
and blends on one side to
encourage Dean to find the
correct sound to help him
read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Shared Writing
Dean is writing more high
frequency words correctly.
He is using more
conjunctions in his writing.
Sentences are making sense
and Dean is using
punctuation more often. He
different sentence starters.
Confidence is increasing
around writing. Dean is still
writing at Level 1ii.
Dean is writing at 1ii. His
writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
writing. He has a good
vocabulary but struggles to
get all his ideas down on
paper. Dean does need to
maintain stamina
throughout the task to see a
task through to completion.
Dean has behavior issues
that can effect effort during
Writing time. He can spell
many high frequency words
correctly. His letter sizing is
very large and his
presentation is messy in
writing. He has a good
vocabulary and is now
readily expressing these in
good sentences. Dean does
need to maintain stamina
throughout the task to see a
task through to completion.
Dean has behavior issues
that can effect effort during
Writing time. He can spell
many high frequency words
correctly. His letter sizing is
very large and his
presentation is messy in
writing. He has a good
vocabulary and is now
readily expressing these in
good sentences. Dean does
need to maintain stamina
throughout the task to see a
task through to completion.
He now needs to work on
editing his work more.
Modelling correct sentence
structure and conferencing
with Dean.
Using visual cues around the
room for different sentence
starters and WOW words.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Dean
to stick at a task for longer.
Reading back over his work
to ensure sense.
Encouraging Dean to use
consistent sizing with
letters.
Using highlighter so Dean
can highlight when he has
hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Encouraging Dean to use a
word card to help him spell
unknown words.
Linking Reading and Writing
and encouraging Dean to
transfer his knowledge.
Daily phonics and building
up Deans word bank.
Using lots of praise with
Dean during writing to build
up confidence and self-
esteem.
Continue to support Dean
with Writing 4x a week.
Encourage Dean to use
conjunctions and good
openers in his writing.
Dean to use highlighter
when he achieves his
targets.
Continue to expose Dean to
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Dean
with Writing 4x a week.
Encourage Dean to use
conjunctions and good
openers in his writing.
Dean to use highlighter
when he achieves his
targets.
PD with Rita Palmer around Encouraging Dean to read
mentor text and bridging back over his work and
gap between 1ii and 1iii. modelling correct sentence
structure to him. Getting
Literacy evolution PD him to say the sentence out
loud so he can hear the
Talking to colleagues. sentence.
COL Identifying incorrect letter
formation during writing
PD with Rita Palmer around time.
mentor text and bridging
gap between 1ii and 1iii. Encouraging Dean to
transfer phonics and sound
Literacy evolution PD knowledge into his Reading
and Writing. Using sound
Talking to colleagues. cards with digraphs, chunks
and blends on one side to
COL encourage Taesharn to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Encouraging Dean to
transfer phonics and sound
and is beginning to use
different sentence starters.
Dean still needs to maintain
stamina when writing to
ensure he completes
enough work on time.
Dean is writing at 1iii. His
writing now makes more
sense and he is recording
more sounds and is able to
write more high frequency
words. He is now using
conjunctions in his writing
and is beginning to use
different sentence starters.
He now also uses complex
sentences in his writing.
Dean still needs to maintain
stamina when writing to
ensure he completes
enough work on time.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Dean
to stick at a task for longer.
Reading back over his work
to ensure sense.
Encouraging Dean to use
consistent sizing with
letters.
Using highlighter so Dean
can highlight when he has
hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Encouraging Dean to use a
word card to help him spell
unknown words.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Dean
to stick at a task for longer.
Continue to expose Dean to
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Dean
with Writing 4x a week.
Encourage Dean to use
conjunctions and good
openers in his writing.
Dean to use highlighter
when he achieves his
targets.
Continue to expose Dean to
good examples of writing
through Big Book, Guided
Reading, Mentor Texts etc.
Doing shared writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Taesharn to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
 Reading back over his work
to ensure sense.

Encouraging Dean to use

consistent sizing with
letters.

Using highlighter so Dean

can highlight when he has
hit his targets.

Writing 4x a week with a

teacher.

Having visual prompts

around classroom VCOP

Using mentor texts and

good examples of writing.

Encouraging Dean to use a

word card to help him spell
unknown words.

Explicitly teaching complex

sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.

Te Ahurei
Dean can write some high
frequency words correctly
and has a good vocabulary.
He does need to work on
using consistent sizing in his
writing and his letter
Daily writing with teacher
and handwriting practice 4
times a week.
Building letter and sound
knowledge including blends,
digraphs and chunks
Handwriting 4 days a week
to build up letter formation
linked to the Phonics we are
doing.
Exposing Te Ahurei to good
models of writing. Using
PD with Rita Palmer around
mentor text
Literacy evolution PD
Discussions with colleagues.
Writing with Maureen on a Te Ahurei is writing more
Thursday in her booster high frequency words
group. correctly. He is using more
conjunctions in his writing.
Encouraging Te Ahurei to Sentences are making sense
transfer phonics and sound and Te Ahurei is using
knowledge into his Reading punctuation more often. He
formation is poor. He often
needs to check what the
letter looks like before
writing it. Te Ahurei does
find it hard persevering
when things become more
challenging.
Te Ahurei can write many
high frequency words
correctly and is now
recording more sounds that
he can hear in unknown
words. His letter formation
is poor and some of his
letters are reversed. His
sentence structure has
improved and he now writes
on more and uses better
vocabulary in his writing.
Te Ahurei can write many
high frequency words
correctly and now makes
accurate attempts when
recording unknown words.
Most of his letters are
formed correctly but he still
struggles with b and d. His
sentence structure has
improved and he now writes
on more and uses better
vocabulary in his writing and
always tries to use his target
in his writing.
Te Ahurei can write many
high frequency words
correctly and now makes
accurate attempts when
recording unknown words.
Most of his letters are
Building up his high
frequency word bank
through Phonics, Guided
Reading, Big Books and
Poems
Encouraging Te Ahurei to
read back over his work to
ensure it always makes
sense. Targetting letter
formation within the writing
session also.
Modelling correct sentence
structure and conferencing
with Te Ahurei.
Using visual cues around the
room for different sentence
starters and WOW words.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Te
Ahurei to stick at a task for
longer.
Reading back over his work
to ensure sense.
Encouraging Te Ahurei to
use consistent sizing with
letters and to check his
letter formation as he is
writing.
other childrens work and
his own to show good
models.
Using a word card with good
visuals alongside the
digraphs and chunks.
Using lots of praise to
encourage confidence and
self-esteem around writing.
Linking Reading and Writing
and encouraging Te Ahurei
to transfer his knowledge.
Daily phonics and building
up Te Ahureis word bank.
Using lots of praise with Te
Ahurei during writing to
build up confidence and self-
esteem.
Continue to support Te
Ahurei with Writing 4x a
week. Encourage Te Ahurei
to use conjunctions and
good openers in his writing.
Maureen to support Te
Ahurei for 2 extra sessions
per week.
Te Ahurei to use highlighter
when he achieves his
targets.
Continue to expose Te
Ahurei to good examples of
writing through Big Book,
Guided Reading, Mentor
COL and Writing. Using sound
cards with digraphs, chunks
PD with Rita Palmer around and blends on one side to
mentor text and bridging encourage Te Ahurei to find
gap between 1ii and 1iii. the correct sound to help
him read and write these
Literacy evolution PD sounds.
Talking to colleagues. Guided Reading and Guided
Writing 4 times a week.
COL
Shared Writing
PD with Rita Palmer around
mentor text and bridging Encouraging Te Ahurei to
gap between 1ii and 1iii. read back over his work and
modelling correct sentence
Literacy evolution PD structure to him. Getting
him to say the sentence out
Talking to colleagues. loud so he can hear the
sentence.
COL
Identifying incorrect letter
PD with Rita Palmer around formation during writing
mentor text and bridging time.
gap between 1ii and 1iii.
Encouraging Te Ahurei to
Literacy evolution PD transfer phonics and sound
knowledge into his Reading
Talking to colleagues. and Writing. Using sound
cards with digraphs, chunks
COL and blends on one side to
encourage Te Ahurei to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
is now attempting to use
different sentence starters.
Confidence is increasing
around writing. Letter
formation is improving. Te
Ahurei is still writing at Level
1ii.
Te Ahurei is writing at 1ii
and is much more secure
within this level. His writing
now makes more sense and
he is recording more sounds
and is able to write more
high frequency words. He is
now using conjunctions in
his writing and is beginning
to use different sentence
starters. Te Ahurei is using
personal voice in his writing
and is adding feeling into his
writing.
Te Ahurei is writing at 1iii
and is much more secure
within this level. His writing
now makes more sense and
he is recording more sounds
and is able to write more
high frequency words. He is
now using conjunctions in
his writing and is beginning
to use different sentence
starters. Te Ahurei is using
personal voice in his writing
and is adding feeling into his
writing. He can use show
not tell and is using complex
sentences in his writing.
formed correctly but he still
struggles with b and d. His
sentence structure has
improved and he now writes
on more and uses better
vocabulary in his writing and
always tries to use his target
in his writing.
Using highlighter so Te
Ahurei can highlight when
he has hit his targets.
Writing 4x a week with a
teacher.
Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Encouraging Te Ahurei to
use a word card to help him
spell unknown words.
Building phonics knowledge
through phonics.
Building confidence and self-
esteem within Writing. Lots
of praise to encourage Te
Ahurei to stick at a task for
longer.
Reading back over his work
to ensure sense.
Encouraging Te Ahurei to
use consistent sizing with
letters and to check his
letter formation as he is
writing. Practising letter
reversals as he does them.
Using highlighter so Te
Ahurei can highlight when
he has hit his targets.
Writing 4x a week with a
teacher.
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Te
Ahurei with Writing 4x a
week. Encourage Te Ahurei
to use conjunctions and
good openers in his writing.
Te Ahurei to use highlighter
when he achieves his
targets.
Continue to expose Te
Ahurei to good examples of
writing through Big Book,
Guided Reading, Mentor
Texts etc. Doing shared
writing daily.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.
Continue to support Te
Ahurei with Writing 4x a
week. Encourage Te Ahurei
to use conjunctions and
good openers in his writing.
Te Ahurei to use highlighter
when he achieves his
targets.
Continue to expose Te
Ahurei to good examples of
writing through Big Book,
Guided Reading, Mentor
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room.
Booster writing groups 1 day
a week with Mrs Thompson.
Encouraging Te Ahurei to
transfer phonics and sound
knowledge into his Reading
and Writing. Using sound
cards with digraphs, chunks
and blends on one side to
encourage Te Ahurei to find
the correct sound to help
him read and write these
sounds.
Guided Reading and Guided
Writing 4 times a week.
Word cards with high
frequency words and
digraphs/chunks.
Shared Writing daily
Peer share
Vocalising his sentences
before writing them.
Visual prompts around the
room. Using the visual

Having visual prompts
around classroom VCOP
Using mentor texts and
good examples of writing.
Texts etc. Doing shared prompts in his Phonics and
writing daily. daily practice on a
whiteboard.
Handwriting 4x a week
focusing on letter formation
and consistent sizing.

Encouraging Te Ahurei to
use a word card to help him
spell unknown words.

Building phonics knowledge

through phonics.

Building confidence and self-

esteem within Writing. Lots
of praise to encourage Te
Ahurei to stick at a task for
longer.

Reading back over his work

to ensure sense.

Encouraging Te Ahurei to
use consistent sizing with
letters and to check his
letter formation as he is
writing. Practising letter
reversals as he does them.

Using highlighter so Te
Ahurei can highlight when
he has hit his targets.

Writing 4x a week with a

teacher.

Having visual prompts

around classroom VCOP

Using mentor texts and

good examples of writing.

Scanning
Whats going on?
How do we know?
Year 2/3
Roslyn Investigators is in
place throughout the day
from 10am until 2.45. Room
13 is a single cell classroom
so children are involved in
play while Guided Sessions
are taken. Inquiry activities
are woven through Reading,
Writing and Maths.
Children are working well
during Investigation Time.
Lots of good social skills and
language is being
undertaken. Investigation
Time runs from 10am until
2.45 throughout Writing,
Reading and Maths time.
Encouraging Te Ahurei to
use a word card to help him
spell unknown words.
Explicitly teaching complex
sentences, show not tell,
adverbs and displaying these
around the room. Ensuring
good modelling during
Shared Writing.
Implementing and developing Personalised Learning through Roslyn Investigators
Focusing Developing a Hunch New Learning Taking Action Checking
Where will concentrating How are we contributing to How and where will we learn What can we do differently Have we made enough of a
our energies make the most the situation? more about what to do? to make enough of a difference?
difference? difference?
Ensuring that children show Evidence of learning and
PRIDE when play is going recording completed and PD with Longworth Weekly reflections Regular reflections
on. Encourage good social linked to KC & Curriculum. Education
skills and positive Readings on Play-based More Inquiry based Open-discussions with
interactions between one Learning taking place and Learning activities colleagues
another. concepts explained to Learning from colleagues
ensure learners are making Visiting other schools to Being flexible and changing
Having a range of activities connections to their world. observe play-based Weekly reflections things up when necessary
that interest the children learning
and encourage good play. Using good questioning More Inquiry based Teaching with urgency
skills. Giving children PD with Longworth activities
Extending childrens prior learning opportunities that Education Regular monitoring,
knowledge and building on are engaging and exciting for Readings on Play-based Encouraging talk and peer observations and ongoing
what they already know. the children. Learning share. assessments.
Learning from colleagues
Encouraging good social Taking photos. Visiting other classes to Weekly reflections Regular reflections
skills and play during observe play-based
Investigation Time. Talking to the children about learning More Inquiry based Open-discussions with
what they are doing. activities colleagues

Children are working well
during Investigation Time.
Lots of good social skills and
language is being
undertaken. Investigation
Time runs from 10am until
2.45 throughout Writing,
Reading and Maths time.
Lots of talking is going on
and children are really being
creative with the equipment
and using it in a variety of
ways.
Having activities that are of
interest to the children.
Encouraging good social
skills and play during
Investigation Time.
Having activities that are of
interest to the children.
Encouraging children to talk
about what they are doing.
Encouraging children to use
the equipment in a variety
of ways.
Taking photos.
Asking good questions.
Recording learning in
learning stories. Linking to
KC and Curriculum.
Encouraging peer share with
each other.
Talking to the children about
what they are doing.
Taking photos.
Asking good questions.
Recording learning in
learning stories. Linking to
KC and Curriculum.
Encouraging peer share with
each other.
PD with Longworth Encouraging talk and peer Being flexible and changing
Education share. things up when necessary
Readings on Play-based
Learning Teaching with urgency
Learning from colleagues
Visiting other classes to Regular monitoring,
observe play-based observations and ongoing
learning. assessments.
Observing in Te Tipu Ora.
Regular reflections
Open-discussions with
colleagues
Being flexible and changing
things up when necessary
Teaching with urgency
plugging the gaps and
focusing where I need to
pitch my teaching.
Regular monitoring,
observations and ongoing
assessments.