To collect evidence of how my kids write, I asked them to read a text about Tokelau and write a summary as to why Tokelauans migrated to New Zealand. I then used a marking rubric to identify where students sat according to levels related to asttle. From this, I reflected on the results and wrote observations of what I saw and heard when students were given the tasks. Below are the results:
Analysis of the evidence: My observations of students who had low levels of reading and writing was that they struggled to engage with the text initially and I wonder if it was partly due to my lack of explaining the task. The text itself had a splattering of words that were difficult but is targeted at a level 5 student. Taking all the different learning abilities to the same text is like leading a monkey and an elephant to the same tree and telling them to climb it.
After reading, students were expected to write a summary. The students who were at 4 and 5, wrote good summaries in their own words. The students who struggled either copied from the text or used language that didn't summarise the text properly. A strength that I observed though was that they were able to verbalise about the readings ie. they were talking about the content.
Here are some of my wonderings (as an aside):
- Schools who are entering results help to show good longitudinal data.
- Some schools such as Glen Innes school, showed accurate data and shift.
- Students whose language is not English, may benefit from learning vocab in their own language first.
- Can we teach them new words through their language first?
- How can student peer support help kids?