Priority Learners Wk3/T2

Post Links to PTC11– analyse and appropriately use assessment information that has been gathered formally and informally

I must say this blog has been sitting in my drafts and as I reflected on WK 6/T2 Priority Learner Blog I had realised this one was yet to be posted…..

This is a summary of how my Priority Learner’s goals Weeks 1-3 /Term 2 and my effectiveness in my current approaches.

Writing Learning Wall:

The best thing about working co-operatively with three other teachers is you get to share the load. Two teachers from my team working on the learning wall during the holiday break while myself and another teacher worked on the Maths Wall. The Writing Wall is not quite up and running, we aim to have the wall up and using it to direct workshops next week.

My Priority Learners 

At the end of this week, we (myself and the learners) decided to restructure  a few of the  individual priority learner goals to make them more specific. One priority learner had their goal as learning different spelling rules. Two of the priority learners had achieved their goal but will continue to have the goal as ongoing (e.g I am learning to use interesting vocbulary in my writing). We needed to make this clearer by picking one spelling rule- learning the rules for plurals. I also had to think about how I was going to target four different Writing goals and co-teach across four classrooms. Upon reflection, not all priority learners did not have the opportunity during weeks one- three to achieve their goal because I was not able to meet their individual needs. With workshops all day, there was no time to teach a min-workshop or specific lesson to help them learning and work towards achieving their goal. Some of the priority learner goals sat alongside the writing lessons, some needed extra support.

Reading Wall

This term we aim to have Reading, Writing, and Mathematics workshops up and running and the learning walls support the workshops. There are six key comprehension strategies we are focusing on this term Re-organisation, Literal, Reaction, Inference, Vocabulary, and Evaluation- these are strategies link to the wall as well as comprehension strategies from their probe, we have added the blue wording to match their probe. There are no learners on the wall yet, this picture was taken after the wall was put up and the first week of term two the learners looked at their reading data and put their own hot air balloon up based on their next learning step.


Maths Priority Learners:

Meeting with the priority learners regularly and testing them on their basic facts goal has meant our priority learners are achieving goals weekly/fortnightly. They are enthusiastic and keen to meet at the beginning of the week and eager to see if they have achieved their goal. I will be adding in the strategy next week so the priority learner strategy will sit along what they are working on in class with the workshops. The basic facts goal is the goal set weekly will sit along this Math’s workshops but the basic facts extra and they will continue to receive support from myself during our Monday morning meeting that align with their Basic fact goal.

Mathematics Learning Wall:

Well in the school holidays, the wall came down for the third time and we had another crack at wall three. The reason for changing wall was that we were moving into Multi/Div so needed to remove the Add/Sub posters. We also restructured the ways we wanted to run the workshops; 10min warm up which are focused around knowledge, this is seen as the top sections in lighter colour above the wood on the wall, x2 20min workshops focused on knowledge which are the dark colour cards below the wood on the wall. All learners will complete a St Joseph’s Profile  (see picture below) and highlighted what they can do as part of a mini-diagnostic, the parts that are not highlighted are the workshops they attend. This will match the Maths wall (see picture below) as well as the prove it sheet  (see picture below) at the back of their Maths book. Knowledge workshops can be signed off by the teacher if they are confident the learner has a strong understanding of the knowledge. The strategy section can only be signed off of the learner has attended a minimum of two workshops for that strategy, has evidence of completing follow-up task and can prove it to the rover on two separate occasions.



IMG_1746 (1)

Prove it

This is picture above is an example of our Prove it Stage 6: Multiplication/Division. The first half is knowledge and last six are the strategy.


The picture above is an example of St Joseph’s ICAN, a Student profile sheet to assist the learner and teacher in monitoring the individual achievement. Although, not an assessment, the student profile allows teachers to record student knowledge and strategy achievement within the different stages of numeracy.

Teacher Actions:

-Continue to meet priority learners on Monday morning to reflect on goals, establish new goals. Goals front of their book.

-Still in the progress of restructuring what writing looks like and hoping to have this up and started next week which will be part our inquiry.

-Update parents by emailing them the beginning of Week 4 on Week 1-3 goals and share new goals.

-Interlink our literacy- reading,writing, meaningful links We are starting this with our inquiry

-Continue  own teacher professional development of what writing looks like in a modern learning environment.



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