This document summarizes a teacher's professional inquiry on using co-constructed success criteria to improve reading abilities in students. The teacher gathered baseline student data, shared assessments with students to set group goals, taught reading objectives while having students help construct success criteria, administered summative assessments and had students reflect on their learning. Results showed students were better able to discuss reading skills and how success criteria helped rather than just story context. Next steps include introducing reciprocal reading and having students set learning goals from reading progressions.

1. Sinead Heckett’s
Professional Inquiry 2014

2. How does the use of co-constructed success
criteria in Reading increase children’s ability to
reflect and succeed?

3. My Target Students: My Students Needs:
Whole Class in ability based
Reading groups.
Tracking in detail Trots (low at)
group and Twits group (above)
To know what they are learning in Reading,
to know how they can be successful, to be
able to reflect on how they are going and
what they need to do next.
How I will meet those needs using effective teaching strategies?
1.Get baseline data in the form of last year's results and assessments taken in first term,
including PAT, e-AsTtle, Probe tests.
2.Share assessment with children and decide on group goals.
3.For each WALHT chosen connect the e-AsTtle objective to the goal from the Reading
Progression.
4.For each WALHT find a piece of professional reading that will help me understand
better how to explicitly teach that objective.
5.Teaching sessions - using Sheena Cameron’s approach, where children are to co-construct
the success criteria for each WALHT.
6.Summative assessment and reflections from the children. How do they think they are
better at this skill now, are they ready to try a different skill.
7.Discuss at team level and use for Coaching sessions to allow for sharing of what has
worked etc.

4. What has changed?
I am making better use of the modelling book to support children’s
learning and to help them reflect and set next learning steps.

5. What has changed?
I am making better use of the
modelling book to support
children’s learning and to help
them reflect and set next
learning steps.

6. What has changed?
I am making better use of the modelling book to support children’s
learning and to help them reflect and set next learning steps.

7. What has changed?
I am making better use of the children’s books to support their
learning and to help them reflect and set next learning steps.

8. What has changed?
• The children are more able to talk about the skills they
are using in Reading not just the context
BEFORE (this group was learning to scan)

9. What has changed?
• The children are more able to talk about the skills they
are using in Reading not just the context
AFTER (the group was now learning to infer)

10. What has changed?
• The children are more able to talk about the skills
they are using in Reading not just the context
BEFORE (the group was learning to find information)

11. What has changed?
• The children are more able to talk about the skills
they are using in Reading not just the context
AFTER (the group was now learning to infer)

12. What has changed?
• The children are more able to talk about how success
criteria can help them with their reading.

13. What has changed?
The Year 4 team have learned lots from each
other in this curriculum area through this
Inquiry.
• Team meetings
https://docs.google.com/a/redbeach.school.nz/document/d/1-uvhjA_mhTHwFPErzROl_xus9xlfvTVaAblVyiOXKAI/edit
• Coaching
https://docs.google.com/a/redbeach.school.nz/document/d/1F1wUp2wP_yQzTV9pu1LVdgzQ2zq7MWDjbJk0pWm0PoI/edit
• Sharing resources
• Discussing professional readings

14. What has changed?
Follow up activities are
more closely related to
the WALHT and so
reinforce and
consolidate the skills
being learned

15. What has changed?
READING INQUIRY DATA e-Asttle = Processes
,
Strategies and Ideas
Term 1 Term 3 Term 1 Term 3
BFG GROUP (low at)
Probe
passed
Probe
passed + / - e-Asttle e-Asttle + / -
ENGMAN Ruby Purple 2 8-9 years +3 2B 2P +1
FAIRBAIRN Luka Gold 2
8.5-9.5
years +2 2B 2P +1
HOWARTH Samuel Gold 1 8-9 years +3 2B 2P +1
HUTTON Mika Orange 2 8-9 years +5 2B 2P +1
WHITE Aston Gold 1 8-9 years +2 2B 2P +1
WHITE-CHAMBERS
Fynn Gold 2
8.5-9.5
years +2 2P 2A +1

16. READING INQUIRY DATA e-Asttle = Processes and Strategies, and Ideas
Term 1 Term 3 Term 1 Term 3
TWITS GROUP (above) Probe passed Probe passed + / - e-Asttle e-Asttle + / -
ALLPRESS Lexi 8-9 years 9-10 years +2 3B 4A +5
CULLEN Rico 8.5-9.5 years 9-10 years +1 2A 3A +3
DENNEY J'me 8.5-9.5 years 9-10 years +1 3A 4A +3
HOLLAND Maia 8.5-9.5 years 9-10 years +1 4B 5B +3
LOWDEN-HAYWARD
Keana 8.5-9.5 years 9.5-10.5 years +2 3A 4B +1
REYNOLDS Imogen 8.5-9.5 years 9.5-10.5 years +2 2P 4A +7
INTERESTING FINDINGS:
• The low/at group made more significant improvements in the Probe tests which are more
closely linked to the s.c. we have been learning about.
• The above group made much more significant shifts in the e-AsTtle tests potentially
showing they are more able to make connections across different types of texts and
between the reading skills.

17. What are my next steps?
• I am now going to get groups using all the skills
they have learned and working collaboratively by
introducing Reciprocal Reading to the groups.
• Whilst the children mostly know what they need
to do better next time (i.e. finding the key words
in the question) they still find it difficult to find
their next learning goal on the progression (they
don’t know what they don’t know). I am going to
get the children to set their goals from the
progressions for next year to go on their reports.