Analysis Sheet for Reading Year 5: Term 3 Week 9

Section A: Target 2013: By the end of the year 85% of year 5 students will be achieving at and above the National Standard

Key: * children listed in the special needs register

underline your targeted priority learners

highlight children that are receiving support

Each class use a different colour: Room 22 Room 18 Room 20 Room 19 Room 21

Well Below

<L24 (<9yrs)

Below

L25,26 (9-10yrs)

L27,28 (10-11yrs)

L3B,L3P

Above

L29+ (11-12+yrs)

L3P/3A

	Boys	Girls	Boys	Girls	Boys	Girls	Boys	Girls
Maori		A++			le	Ke C	C C J	Ba Re Ki He Ja
Pasifika	B	T++			Ko Ni			Ri
Asian	K		Ch Je	Bh	Ca A Ki Ni	Ik Ja Ru	Mi D A Ha	Lu St El N J R Ti L
MEALA			L L	As Si		Na Sa		J J
European	T S Z		C C		Ja	Ch Je Ol	T T Ch Ha	E J
Total:	3 1 1	0 2 0	4 0 1 1	2 1 0 0	2 1 1 4	2 4 1 3	3 2 2 4 0	2 4 4 5 3

7/63 = 11%

9/63 = 14%

18/63 = 29%

29/63 = 46%

Currently 75% of students are working at or above the end of year National Standard. Our end of year target is for 85% of students to be achieving at or above the NS, therefore as a team we have to make a shift for 10% of those students that are working below the standard to meet the expectation. This means that 6 more children need to get to NS for us to meet our target.

Section B: Description of progress since previous evaluation:

What is the shift that has happened?

At the last evaluation 54% were achieving at and above the National Standard. Currently 75% are achieving at and above the National Standard this is an improvement/deficit of 21%.

include further detailed description on specific groups of students e.g. Maori, Pasifika, priority learners

What intervention/s caused the shift?

Identification of target groups

DATs

Professional readings to support teaching of specific intervention strategies

Team PD

TA groupings

Where to next?

See below strategies to accelerate progress table

Section C:Strategies to accelerate progress:

	Well Below	Below	At and Above
What are the learning gaps for these students?	Decoding whole words - read the beginning of the word and guess the rest. Fluency - bumps in reading. ignores full stops and commas in reading - causes meaning to be lost. Retelling main events in the story - either too much of unnecessary detail or too little info. Not re-reading when the sentence doesn’t make sense. answering inference type questions. Insufficient vocab relating to the topic	Vocabulary - lacking ability to find the root word, prefixes and suffixes Lacking confidence to identify unknown words. Retelling main events in the story - either too much of unnecessary detail or too little info. answering inference type questions.	Retelling main events in the story - either too much of unnecessary detail or too little info. Vocabulary - unable to correctly replace adverbs and give synonyms. answering inference type questions.
Team intervention strategies to move these students including links with parents and whanau	Continue to extend vocabulary Teaching word parts eg suffixes, prefixes, roots, reading around the word continue repeated reading in class as well as at home. provide lots of opportunities for retelling. continue to keep students on the reading for home learning contract.	Vocab extension - wide reading for reading milage - exposure to a variety of topics. provide lots of opportunities for retelling. Lots of practise with inference questions continue to keep students on the reading for home learning contract	provide lots of opportunities for retelling. Exposure to various text types eg. timetables, newspaper articles, brochures, adverts, flyers Teaching Inference - demonstrate and explain how:- to make assumptions to reason to draw connections between stated and implied information to draw conclusions
What team learning strengths can we utilise to support priority learners?	Ongoing sharing of ideas/successes Sharing professional readings Team PD sourcing relevant resources	Ongoing sharing of ideas/successes Sharing professional readings Team PD sourcing relevant resources
What teaching skills do we need to accelerate progress for priority learners?