|
Focus |
Effect of
e-learning strategies on Literacy and Numeracy learning in a Year 2 classroom |
|
Question |
Do e-learning
pedagogies accelerate the rate of progress in learners who are below
expectation? |
|
Purpose |
· To improve and
increase the academic levels and progress in a group of Year 2 children who
are below and well below expectation in Literacy and Numeracy
· For all children to be
within or above expectation in Literacy and Numeracy at the end of 2012
|
|
Resources |
Jacqui Sharp,
|
|
Method of data collection |
PM testing,
Gloss testing, Writing moderation against exemplars |
|
Start and end dates |
February 2012
to December 2012 |
|
Data analysis |
Reflections
on-going during data collection.
Reveiws of data and planning. |
|
Action |
|
|
Review |
How
successful have the e-learning pedagogies been in accelerating learning? (End of 2012) |
Monday 27 February 2012
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Diary
ReplyDeleteWeek 3 Term 1
Reading and Maths programmes set in place and most children able to follow task board with support.
Maths – Many children appear to have dropped from the levels that are recorded at the end of 2011. A large number of children cannot count up to 20 without missing numbers out, can’t count back from 10 or 20, are unable to solve addition problems to 20 with equipment. Writing of numbers is a problem. Many reversals and writing of 02 instead of 20. Two children are particularly low (Stage 1) and will need lots of input and knowledge support to develop further.
Reading – Children at the lowest levels (2-3) not consistently using 1:1 or beginning reading in the right place. Currently we are focussing on 3 high frequency words for a week which are matched to the ones that are on their word ring so that there is reinforcement. Children at the higher levels (7-9) can identify many high frequency words but are not independently re-running, self correcting, or checking for lost meaning. Many of the class cannot match capital letters to the matching lowercase letter and are unable to identify a capital letter, beginning of the sentence and end of the sentence in the shared book. They also have difficulty generate a rhyme.
Writing – Yet to put the writing programme into effect fully. Children have written and we have as a class self and buddy assessed. Most children can record the initial sound and some other dominant sounds. They are not independently using full stops and capital letters. Children will select a goal that is based on surface features rather than a deeper feature. The oral language plan will be used as a vehicle to develop vocabulary and ideas, audience etc rather than the writing programme, until the surface features are stronger.
Diary
ReplyDeleteWeek 5 Term 1
Programmes going surprisingly well considering the limit to these childrens independence.
After running recording the class, most children have remained at the same level as they were at the end of last year. A couple of children had dropped a level or 2 only. There are huge gaps in their alphabet knowledge which will certainly hold up their writing and reading. I am addressing this by really focussing the phonics programme on individual letter sounds rather than blends at this stage. Am using some powerpoints that Justine Driver made to reinforce the high frequency words for the children below Level 5.
Some of the children can now get onto the wiki independently and navigate themselves around it.
We have started recording some of our language experience writing on the blog and I am hoping to get the children commenting on it as part of our writing programme. They LOVE seeing if someone else has commented and looking on the map to see if there are any new dots. I think that if the children can independently comment on the blog it will give them a real purpose for writing. I am also in the process of setting up with a friend who teaches at Strathallan to be our buddy class and email us (like pen pals) as again I think this will give the children a purpose.
There is a real lack of general knowledge with these children. They don't seem to have even the most basic information that I would expect even ESOL children to have by Year 2. This will be a real focus of our Oral Language, Reading and WRiting programmes to give them vocabulary and knowledge with they can then draw on.