I have looked at the most recent data for PAT vocabulary, reading comprehension, and maths as well as eAsttle Writing.
2019-Inquiry
Focus group- Writing
2019-Inquiry
Focus group- Writing
2019-Inquiry
Focus group- Writing
Student(Boys)
|
PAT- Vocab- stanine
|
Comprehension-
stanine
|
Math-stanine
|
eAsttle Writing
|
BA (CI) Y6
|
4
|
3
|
4
|
2b
|
J L( S) Y6
|
5
|
3
|
5
|
2a
|
HP(S) Y6
|
4
|
4
|
4
|
2b
|
PT(T)Y6
|
4
|
5
|
4
|
2a
|
CC(M) Y5
|
5
|
3
|
7
|
2b
|
J.J(CI)Y5
|
4
|
2
|
3
|
1b
|
JP( S) Y5
|
4
|
3
|
2
|
1a
|
JT(M)Y5
|
4
|
2
|
3
|
1p
|
All 8 boys have not achieved at curriculum level 3 where they should be achieving in Writing.
5 of them are below, while 3 are well below.
Comparing the writing data with the vocab and comprehension, I see that all these students are underachieving in vocab, reading comprehension and even maths.
My focus is to see if boys are allowed an input into choosing the writing topic and purpose, and given the appropriate scaffolding from vocabulary to sentence structure, they will show greater achievement levels in writing.
I considered student voice, thinking that this is so important in the whole equation. Students were willing to talk about why they struggled with writing as compared to other learning areas.
I have recorded these student voices and hope to upload them soon.
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