No 3: Teaching as Inquiry 2023

 DEVELOPING A HUNCH

I believe from my BSLA professional development that I would like to devote my professional learning this year to implementing structured literacy practice to writing in my Year 1 classroom. The evidence in all students making reading gains suggests that applying this theory to writing should help all students, particularly students who have entered school with the lowest phonological awareness.

My interest in structured literacy has led me to learning about Helen Walls the Writing Teacher which initially started from viewing the Education Hub website displaying practices in New Zealand schools.

No 2: Teaching as Inquiry 2023

 FOCUSING

To focus my inquiry I have chosen four students who have low test scores in their initial BSLA testing. They also show other factors that impact on writing such as poor pencil grip and disinterest in writing letters or drawing.

Beginning of school observations and testing

Student 1: Initial phoneme 1/10, Letter sound recognition 3/10, phoneme blending 4/10

Happily writes own name and can spell this but with one backwards letter.

Student 2: Initial phoneme 5/10, Letter sound recognition 3/10, phoneme blending 4/10

Unable to write own name and does not enjoy writing or drawing. Pencil grip needs correcting.

Student 3: Initial phoneme 3/10, Letter sound recognition 2/10, phoneme blending 2/10

Unable to write own name when first started school but did enjoy sitting drawing & colouring.

Student 4: Initial phoneme 0/10, Letter sound recognition 4/10, phoneme blending 3/10

Unable to write own name, but did make great effort to learn to write within a few weeks.