Since the beginning of 2008, Cambridge Middle School has had a school-wide professional development focus on improving learning outcomes for students in literacy.
When the school reviewed their literacy data it was obvious a number of students were under-performing. In discussion with staff, curriculum leaders decided they needed a greater understanding of asTTle and how to best use the data they were gathering. They employed a consultant and devised a two-year development plan. As a school they decided to concentrate on their reading programmes and to use Effective Literacy Practice in Years 5-8 as a key resource.
Since then, teachers have developed teaching and learning comprehension strategies for students, and encouraged students to take greater ownership and management of their learning.
Student achievement information
In March, students are assessed using the asTTle Reading Assessment Tool together with STAR. Teachers use the individual and group learning pathways information to identify areas of strength and each student’s needs. Following this, they develop programmes for instructional and guided reading for individuals and groups of learners.
For example, the literacy focus for one group of learners has been on finding information to gain knowledge and understanding. The student’s individual goals reflect this and identify next learning steps to help reach their goal. Student groups are based on similar needs, identified from formal assessments and teacher judgments.
The reading groups share specific learning purposes and co-construct success criteria with one another. The students share their responses to key questions by recording and reflecting upon them. Each group has a book where this information is recorded so both students and the teacher can reflect and revisit when necessary. These learning purposes, in turn, drive assessment, next steps and reporting.
Both teacher and students are enthusiastic about the difference this approach is making. Arnia says:
'This approach gives ownership of the learning back to the students. They are thinking more about ways they can improve their comprehension with a range of different strategies, and they are supporting each other through their group conversations.'
She has also found that students enjoy reading more.
Her students reiterate this view:
'We are getting better at reading, it is now more easy to understand. We enjoy reading more because we are better at it.'
Malika aged 12
'It means that we can kind of teach ourselves. She has made us independent by teaching us how to think about the text and how to process it properly.'
Brad aged 11
This selection of pages from Arnia’s modeling book illustrates that this is a pivotal resource in her planning and assessment. Arnia uses it ‘live’ with the students as she works with them. You can see the success criteria and students’ comments that are recorded as they make them.
Cambridge Middle school doc (PDF, 932 KB)
Published on: 29 Jun 2010
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