Over the next three terms, I will be working through the University of Cantebury to become a trained BSLA (a structured literacy approach for reading) teacher. I am excited to continue this process as I spent some time during term 1 trialing the year 4 program before it was released to be used more widely.
Here is a brief overview of the notes that I took during day 1 of our conference at the Waipuna Conference Centre.
Day 1:
Morning Introduction:
10 weeks of teaching (term ¾?)
UN: Target Goal 4.6 All youth achieving literacy by 2030
Children’s literacy achievement is strongly related to educational success and well-being
-need to accelerate learner needs
-extend exceptional learning capacities
Systematic and explicit teaching approaches (IDA 2019) evidence based approaches for dyslexic students
Year 4-8 Breakout
Oral Language Reading Writing
Communication Skills Word Recognition Transcription
Language and Reading Comp. Comp. Composition
Critical Analysis Writing Processes
Assessment; Dibels ORF, Dibels Maze (ASAP and again at 20 weeks) and PhoM
Excellence in Assessment Practices
Valid and reliable assessments to monitor students’ growth and celebrate success
In 10 weeks….who is tracking who needs support who needs extending?
Focus on what children can achieve and then identify next steps for learning.
Why are we using the assessments we are using? Above: Guides for Assessment Selection
BSLA Assessment Website: still be developed for yr 4-8
Year 4-8 Assessment:
Oral Reading Fluency (ORF):
Assess students’ ability to read connected text with speed and accuracy
60 seconds measured individually
Scoring=words correct per minute and accuracy percentage
Maze:
Assess students’ ability to reason through a passage and select the most appropriate word to fil in blanks
3 minutes measure administered individually or in groups
Scoring= number of words correct minus ½ the number of words correct.
Grade Administered Should be: Year - Minus 1 year
Middle passage for baseline and end for the 20 week assessment
After analysing all testing data (colour coding)
Then total number of green & Blue scores
At least 50% of the whole class teaching at year level
What assessments should we do in the next week or two? ORF and MAZE then compare with PAT scores keeping in mind current reading levels
PhoM Assessment
Purpose:
-Track progress over time before/after taumata (and after 30 weeks of teaching)
-3 taumata a year
-Recognise strengths in knowledge and next steps for learning
-Ensure teaching remains responsive and targeted
Assessment Schedule:
For kids who score in the “red band” give them the year 3 spelling screener and input their data into the assessment website and follow the action plan there (score analysis)
