Child Study EDPROFST 608Toby Blakey

By PresenterMedia.com

Background on 2 children

School & Classroom context

My findings

Implications for practice

Contents

Classroom (Room 14, year 3)27 children

European (Dutch, Greek, German), Maori, Indian, Chinese (incl HK), Tongan, Samoan,

Korean.

MaleAge: 7

2 older siblingsRiding his scooter,

football.Mischevious

Child One: Background on Upesh

Attentive• Shows often that he is listening

carefully to instructions and is able to follow them

Evidence of autonomy• Able to work independently of

the teacher and classmates• Attempts to use dictionaries

Pair-work• Able to work in pairs for short

periods of time

English 1

Reading• Level orange – level 15• Running Record sample • Slow but active reader• Engages with texts• Uses meaning, syntax and

visual clues• Errors based on visual cues• Self corrects• Uses pictures to assist reading

Accuracy: 93%Instructional reader at this level.

Writing• Needs help• Writing Sample• Spelling of HFW• Work on phonemic awareness• Visual memory• Familiarity with chunks,

practice sounding out words• Guided writing• Guided reading practice –

focus on grammar and word formation

English 2

• Enthusiastic• Attentive• Keen to work with

classmates• Directive role in group

work

Science

Contribution• Seems to enjoy Te Reo.• Contributes often and pays

attention.• Has developed a good

understanding of everyday phrases and responses to simple questions and instructions

• Demonstrates self-regulation in pair work

• Active participant.

Te Reo MaoriInteractions• Can be very particular

about who he works with.• Easily distracted.• Follows the lead of less

attentive classmates.

• Guided writing• Enable Upesh to get the 1-1

attention he needs.• Guided reading

• Guided reading – focus on other strategies (Meaning & Syntax)

• Extensive reading• Groupings

• Separated from disruptive classmates

• Encouraged to sit at / near the front

Biddulph, J. (2002). The guided reading approach. MoE. (2010). Literacy Learning Progressions.MoE. (2003). Effective Literacy Practice.

Summary & Implications for practice

MaleAge: 8

3 older siblingsIce hockey,

superheroesEnthusiastic

Child Two: Background on Zane

• Attends lessons with maths specialist.

• Contributes.• Creative thinker.

• Likes “playing with the numbers”

• Short attention span.• Easily distracted

• Has difficulty working independently from teacher.

Maths

Running record results:• Independent reader at this

level• Self-monitoring • Careful reader

• Running Record• Audio sample of running reco

rd

• Writing sample

• Good attempts at sounding out words (rushet, dina, hafe, geve)

• Has a clear voice in his writing.• To work on: Capital letters, full

stops, compound sentences.• Spelling of hfw : said, could,

half• Needs work on awareness of

grapho-phoneme relationships

English

• Work on meta-cognitive skills• Encourage him to think about his

learning and his approach.• Encourage his working away from

the teacher (pair work)• Guided writing

• Focus on needs – sound-letter rel.• Guided reading

• Increase fluency• Continue with maths specialist

• Buoncristiani, M., & Buoncristiani, P.(2012). Mindful students, skilful thinkers, thoughtful schools.

• MoE. (2010). Literacy Learning Progressions.

• MoE. (2003). Effective Literacy Practice.

Summary & Implications for practice

My learning• Whole class teaching isn’t sufficient

• Benefits of guided reading & writing

• Scaffolding & Monitoring

• Groupings of children

• Roving eye / awareness

• Tap into interests

• Accountability & self-regulation

• Metacognitive skills