Using the ADSS Writing house to work out next steps

-



When using the writing houses it works if we start from the bottom and work up. Hence, if you see a student is struggling it will be best if you work backwards. Noticing a gap means you can see what sits below it, strengthening these areas with help them move up the framework.  

All Resources are owned by Ambereley District State school and cannot be copied or sold without express permission.


Comments

  1. MichelleJanuary 16, 2023 at 4:11 PM

    Hey Sally! I really like the way this is clearly set out and can easily be referred to when looking at a child's piece of writing. What a great resource.

    ReplyDelete

Post a Comment

Popular posts from this blog

Student Agency in Goal setting

-
Image
My current improvement goal as a professional has been to assist students better determine their own goals. So far this year we have discussed goals and a few things I had seen as a fail. We made some goal cards, one for reading/writing and maths. Setting our goals at the start of the year and aligning them with things from the Ao's and progressions.   With 3 different types of goals and using the LLI's, then translating to the Asttle marks. It was all a little bit complicated.  I have been thinking about how to better integrate the whole process and make it simpler. Turns out I was already on the right track. As the students are aware that they need to have goals now and we are always discussing next steps- when I asked them (without any prompting or warning that this would be a question) whether they had a literacy or a maths goal. 13 out of 15 could articulate both a literacy and a maths goal that they thought was appropriate for them. The maths goal for all was times tab
Read more

PB4L

-
Mana Atua Matrix Our matrix is effective in that it is referred to often in lessons and changed at least once a week to ensure we are keeping up with the abilities of the students. The matrix is moveable so that we can have it in different places around the room when needed. This means the different lessons/ conversations don't always need to be in the same place, and I can move them around the room, depending on what the students are doing where. Making it more flexible. Classroom environment Ruma Wha is designed with flexible spaces in mind, so the students are able to hide away from noise, work independently (without anyone able to disturb you), work collaboratively, outside, in the shade, in the sun.... basically, how ever they please. The desks help them to ensure they have their own space. A place they can leave their belongings and no one else can touch it. The walls are very helpful for the students to refer to activities and learning we have done previously.
Read more

Assessment: Mindlab

-
Week 25 During Week 1, I shared the action plan with leaders at my school and my students. Week 2 I collected baseline data from my class in terms of giving and receiving feedback, as well as qualitative information on their writing skills. Since Week 1 the classroom culture has been built around supporting learning, as well as the vocab that is necessary for feedback facilitation (what is SC etc).  Week 3 saw the collaborative teacher construction of the format for feedback and the introduction of this format to two groups of students separately. I have not shared my intentions yet with whanau as planned, it is within my job description already that I track data and record lessons for my practice. The only reason I saw to share with these people to have more critical eyes on my teaching and learning.  I do believe in building a supportive learning environment and including parents. Consequently, as Ann Milne suggests, to gain the trust and respect of my communit
Read more