Teaching as Inquiry - Reflection Name: Ryan Dunn                                                      Class Level: Year 7 Students:  Ellice McDonald, Liam Dempsey             Date:  term 1 2012

Achievement Target:   Improve decoding skills

Discovery	Focussing	Student gaps, data and classroom evidence  Liam  Chron Age: 11.6 years            Reading Age: 8.6 Presently on Rrap reading - Ruth Uses mainly initial visual cues Need to check blends and alphabet/sound knowledge Appears to have difficulty with moving eyes left to right STAR stanine 2 Ellice   Chron Age: 11.10             Reading: 8.6 Presently on Rrap reading – Kate
	Baseline: Find out what students can do already and what they need to learn. Refer to National Curriculum and other resources.
Designing	Teaching	Theory for improvement What do they need to move? What do I know about good teaching? Small group instruction Modelling Having children aware of the WALT and the SC Explicit teaching Tracking of progress using running records for next stop teaching and to share with students
	What craft knowledge do I already have? Search your own and colleagues past practice for strategies that may be more effective. Research to see what has worked for other teachers and contexts.
Delivering	Learning	Plan of Action.  Teacher strategies and relevant learning activities. What do I need to do to achieve my goal. Daily explicit instruction each day around using decoding strategies – 15 minutes Use of a modelling book – use as planner, teaching and assessment Discuss Running Records with students and talk about next step Sweep sweep spell – Davis strategy (focus release and energy dial – me) Find resources on decoding Watch Judy Easton take a Reading Recovery lesson Maybe observe Kate taking Ellice for Reading – Rrap To complete a RR on both fiction and non-fiction text – Me Read ‘Reading Fluency’ Ontario education Department
	Monitor student’s progress towards identified outcomes and reflect on what this tells you. Use this information to decide what to do next to ensure continued improvement in student achievement and in your own practice.
Evaluating	Summarising	Analyse data and observations to draw conclusions. Prepare and present findings to colleagues.
	Reflect on progress, observations: current versus initial data. How did it go? What strategies have made a difference to my students’ learning? How do I know? Where to next?

Reflections   (date entries) Taking some time understanding the mechanics of reading Working on using a modelling book but not working too well yet Have been reading about decoding strategies