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EALD Staff Meeting November 2015

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Process used to summarise and celebrate achievements over the year

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EALD Staff Meeting November 2015

  1. 1. EALD Language and Literacy Levels November 2015
  2. 2. SMARTA Goals • Teachers are able to apply the Language & Literacy Levels (L& LL) to plan, document and assess every student’s growth in writing. • All students progress by at least one level each year, moving towards two levels for EALD students. • Planning using L& L Levels is evident and supportive of differentiation – goals for EALD learners are linked to L & L Levels.
  3. 3. Plan • Developed with Rosie and Camilla as a capacity building process • Lead Team – ½ day PD and 2 days levelling (Term 1 and Term 2) • PD for whole staff – Information Reports and Persuasive Writing, Grammar aspects • Staff levelling EALD students for sentence structure, and then rest of the class (sentence structure)
  4. 4. Moderation Process • Vicki and Daniela invited to be moderators • Our school was moderated – 10 samples, on the whole our levelling processes were affirmed • Results:
  5. 5. Ethos • Teachers to be able to level writing in order to know where individual and cohorts are at to cater for their needs – to support and challenge
  6. 6. Resources • Lead Team – looking to build this next year • EALD Teacher • Leadership • PD opportunities • Work samples to act as a reference point • Assessment proformas to develop efficient ways of collecting information
  7. 7. Celebrating Success • Choose some work samples which highlight the development of a child’s sentence structure from the beginning of the year to current. • Take photos of their work and identify the features which are evident (in terms of sentence structure). • Keep notes to go with photos relating to the Literacy Levels (sentence structure). • Upload on to See Saw as a reference.
  8. 8. Self Assessment • How do you assess your own knowledge of sentence structure at the start of the year? 3 3 5 2 0 1 2 3 4 5 • How do you assess your own knowledge of sentence structure now? • 2 2 1 4 4 0 1 2 3 4 5

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