Teaching Inquiry

Teacher Inquiry Plan

...effective pedagogy requires that teachers inquire into the impact of
their teaching on their students. NZ Curriculum, P35

Teacher:
12

NZC p.35
Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine
what their students have already learned and what they need to learn next.

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching
and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

Learning Inquiry
The teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of
assessment approaches.
(This occurs...) while learning activities are in progress and also as longer-term sequences or units of work come to
an end. (Teachers...) then analyse and interpret the information to consider what they should do next.

Using the Teaching as Inquiry process to inquire into the impact of teaching on students.
NZ Curriculum p.35.
Teacher/Group/Syndicate: Sara Haddon

Room N/A

Date: July 2015

Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine
what their students have already learned and what they need to learn next.

1 <http://www.clker.com/cliparts/U/E/H/6/K/U/black-curved-arrow-hi.png>
2 <http://nzcurriculum.tki.org.nz/var/tki-nzc/storage/images/media/images/tu-images/teaching-as-inquiry/3711-1-engNZ/Teaching-as-Inquiry.jpg>

What does the data indicate for this group of target students.
Student 1 Profile (Knowing the Learner)

Alexavier is the eldest of 4 children, 2 brothers Peta (1 year) and Sam (2 years), and 1 sister Mena (aged 4). He is Pacific Island
and lives with his Mums sisters family and grandparents in a 4 bedroom house. Dad is currently unemployed. Alexavier misses
many days of school due to general illness, and is often late to school. He has often missed breakfast and is sluggish and tired at
school. This has affected his ability to concentrate, and participate in class. He finds new learning difficult and does not have the
basic written language skills cemented as yet. He uses slang based language that may be modeled at home, that shortens English
words or drops beginning or ends off words. This has then been used in his written and oral language. He is a curious learner but
has a limited experience with typical Kiwi experiences such as visits to beach, a wharf or farm. Therefore his vocab is very
limited. His personality is confident, but he covers up his lack of skill with jokes and playing up. He is easily distracted and talks a
lot. He has many friends due to his comedic nature. He is very accepting of new friends. His culture and belief is a large part of his
family life outside school, and the family attends many church services and functions during the week and weekend. Homework is
not often completed, and is not a priority for his family. He looks after younger siblings, and has younger cousins as well. His
attention span is limited. He is a lovable giving character who has a willingness to learn, but these barriers have slowed his
progress. He has no diagnosed learning difficulties, or health issues that a lack of sleep or breakfast cannot explain.

deas

Ideas 1B Structure 1P Organisation 1B Vocab 1p Sentence 1p Punctuation1p Spelling 1B

exavier is the eldest of 4 children, 2 brothers Peta (1 year) and Same (2 years) ,and 1 sister Mena (aged 4). He is Pacific Island and lives
Student 1 At Year 3 (Expected level is 2b)
The students expected level is 2b (after 3 years at
school).
Students at this level can:
Ideas
plan before they write using strategies such as:
- lists and mind maps to separate main ideas from
details.
- gather words to use in their writing
create ideas that link with the topic and each other
and include:
- several experiences
- items of information
- ideas relating to the topic or task
- details and /or comment
Structure & Language
organise the way they structure their
writing so it fits the type of writing they am doing
(e.g., a story with a beginning, a middle, and an end).
show that different texts have
different features
Organisation
sequence their ideas clearly
Sentence Structure & Punctuation
use simple and compound
sentences
vary their sentence beginnings and lengths
attempt to write some complex
sentences
make sentences that have correct tenses
Letter Formation
write all upper-case and lowercase letters correctly and easily so they can be easily
read
use the following correctly:
- capital letters
- fullstops
- question marks
- exclamation marks
Vocab
use carefully selected words and phrases for the
topic of the writing
- adjectives
- nouns
- verbs
use language features such as

This student can... (After 3 years at school)

Ideas
Write their idea, answer, opinion or a question
Structure & Language
write a personal recount about something they
have done.
Write about a topic they like.
Sentence Structure & Punctuation
Can write sentences.
Can write one or more compound sentence joined
by and or but
Letter Formation
write all lower-case and uppercase letters correctly with growing speed and ease.
use fullstops sometimes
use capital letters sometimes
Vocab
use interesting word from their own experiences,
stories they have read and classroom activities
can remember and write personal words like names
of family
can use words around the room and from picture
dictionaries.
Spelling
remember and write some of the words in essential
lists 1 & 2
use blends, word chunks and word ending to try and
spell words I am not sure of.
Can recognize and write most sounds at least one
way
Know that there are different ways of writing the
same sound
Write words using their sound- letter knowledge
Can write words endings correctly
Can ask others for help to spell words.
Writing Process
reread my story to check that is makes sense

- alliteration
- visual language features (such as labelled diagrams)
to support their ideas
Spelling
use their memory to spell personal words and high
frequency words (words from essential lists 1-4 and
some from lists 5 and 6)
use resources around the classroom such as junior
dictionaries or word lists
Spell unknown words by using their knowledge of:
- sound and letter connections
- spelling patterns (eg: spelling the k sound correctly
in both catch and kitchen
use their knowledge of:
- spelling rules (e.g., the rules relating to adding
simple plural suffixes such as those in baby/babies
and half/halves
- letter sounds (e.g., adding a d to hear to make
heard)
use their knowledge of letter
combination sounds correctly when they write (e.g.,
of graphemes such as or, awe, oar, and oor, which
record similar sounds)
Writing process
revise and edit their writing to check it makes sense
and impacts on the reader.
give others feedback on their writing
check their writing for
- spelling
- grammar
- punctuation
by using their own knowledge about words and
sentence-making
publish their work in a variety of
ways depending on purpose
and audience.

This student cannot:

Ideas
Plan his ideas before he writes using strategies such as lists and mind maps, gathering words to use.
Sentence Structure
Change the way he begins sentences, or vary sentence beginnings and lengths,
Vocab
Is starting to use words from around the room, but cannot yet use new and interesting words.
Use adjectives and nouns and words correctly in writing in different ways.
Writing Process
Is starting to edit own work, but cannot take bits out and add bits in.
Is able to identify some spelling errors, but does not correct words or seek help from word charts etc
To accelerate the learning of this student I need to teach

Planning
Using sentence starters, different vocab & basic punctuation.
Editing and recrafting

Student 2 Profile (Knowing the Learner)

Dianne is a European and is an only child. She has spent a lot of time travelling with her family prior to
settling at our school. English is her second language and she is fluent in Italian. He Dad travels a lot for
work overseas and Mum has a corporate job. Her Grandma looks after her after school. Dianne is quite
shy and takes a while to develop friendships. The language barrier can be a problem. She loves to draw
and we often uses drawing as the basis for her literacy. She has attended English lessons in Italy, and has
a very low-level literacy ability that of about 9 months to a 1 year below. Her spoken English is at a much
higher level than her written skills. She loves stories about animals, and this is a passion for her. She sits
will at mat time, and tries hard to listen with the class. She is patient and tries hard. She does get
frustrated when trying to express herself in detail, and her language can only improve through time and
conversations practice with her peers. She works best when the instructions are given verbally, written
and an example altogether. She likes to ask a lot of questions, and needs to feel confident before she
starts a task that she is very sure of what is expected of her. If there is not time for such details, she can
panic and sit and stare at her blank page and not achieve anything. Children have invited her into their
friendship groups, as they enjoy new children from other countries. But she has not yet developed any
deep friendships. She easily cries and likes to be comforted a lot.
Ideas 1B Structure 1P Organisation 1B Vocab 1P Sentence 1P Punctuation 2B Spelling 1B
NB She is more competent with punctuation than the rest of the group, being able to correctly use
Capital letters at beginning of words and for Important Nouns, as well as using fullstops, questions marks
and exclamation marks.

The students expected level is 2b (after 3 years at

school).
Students at this level can:
Ideas
plan before they write using strategies such as:
- lists and mind maps to separate main ideas from
details.
- gather words to use in their writing
create ideas that link with the topic and each other
and include:
- several experiences
- items of information
- ideas relating to the topic or task
- details and /or comment
Structure & Language
organise the way they structure their
writing so it fits the type of writing they am doing (e.g., a
story with a beginning, a middle, and an end).

This student can...(After 3 years at school)

Ideas
Write their idea, answer, opinion or a
question
Structure & Language
write a personal recount about something
they have done.
Write about a topic they like.
Sentence Structure & Punctuation
Can write sentences.
Can write one or more compound sentence
joined by and or but
Letter Formation
write all lower-case and uppercase letters correctly with growing speed and
ease.
correctly use fullstops, capital letters,
question marks & exclamation marks NB

 show that different texts have

different features
Organisation
sequence their ideas clearly
Sentence Structure & Punctuation
use simple and compound
sentences
vary their sentence beginnings and lengths
attempt to write some complex
sentences
make sentences that have correct tenses
Letter Formation
write all upper-case and lowercase letters correctly and easily so they can be easily
read
use the following correctly:
- capital letters
- fullstops
- question marks
- exclamation marks
Vocab
use carefully selected words and phrases for the topic
of the writing
- adjectives
- nouns
- verbs
use language features such as
- alliteration
- visual language features (such as labelled diagrams) to
support their ideas
Spelling
use their memory to spell personal words and high
frequency words (words from essential lists 1-4 and
some from lists 5 and 6)
use resources around the classroom such as junior
dictionaries or word lists
Spell unknown words by using their knowledge of:
- sound and letter connections
- spelling patterns (eg: spelling the k sound correctly in
both catch and kitchen
use their knowledge of:
- spelling rules (e.g., the rules relating to adding simple
plural suffixes such as those in baby/babies and
half/halves
- letter sounds (e.g., adding a d to hear to make heard)
use their knowledge of letter
combination sounds correctly when they write (e.g., of
graphemes such as or, awe, oar, and oor, which record
similar sounds)
Writing process
revise and edit their writing to check it makes sense
and impacts on the reader.
give others feedback on their writing
check their writing for
- spelling
- grammar
- punctuation
by using their own knowledge about words and
sentence-making
publish their work in a variety of
ways depending on purpose
and audience.

Vocab
use interesting word from their own
experiences, stories they have read and
classroom activities
can remember and write personal words like
names of family
can use words around the room and from
picture dictionaries.
Spelling
remember and write some of the words in
essential lists 1 & 2
use blends, word chunks and word ending to
try and spell words I am not sure of.
Can recognize and write most sounds at
least one way
Know that there are different ways of writing
the same sound
Write words using their sound- letter
knowledge
Can write words endings correctly
Can ask others for help to spell words.
Writing Process
reread my story to check that is makes
sense

This student cannot:

Ideas
Plan her ideas before she writes using strategies such as lists and mind maps, gathering words to use.
Sentence Structure
Change the way she begins sentences, or vary sentence beginnings and lengths,

Vocab
Is starting to use words from around the room, but cannot yet use new and interesting words.
Use adjectives and nouns and words correctly in writing in different ways.
Writing Process
Is starting to edit own work, but cannot take bits out and add bits in.
Is able to identify some spelling errors, but does not correct words or seek help from word charts etc
To accelerate the learning of this student I need to teach

Planning
Using sentence starters, different vocab & basic punctuation.
Editing and recrafting

Student 3 (Knowing the Learner)

Logan is a Maori and lives with Mum and his older brothers Sam and Hemi who are teenagers. Logan arrives
early at school daily, as Mum has to get to work. As Logan hangs out or is looked after by his older brothers
often he has an interesting vocab influenced by his exposure to mature video games and TV language. He
uses slang a lot, and words that he does not understand the meaning of. He is loud and talks a lot. He is a
confident child who also likes to show off, and annoy children around him. His written skills are limited, as I
believe he spend a lot of time doing teenage things, rather than kid stuff or homework. He plays rough in the
playground and has sometime got into trouble for this rough behaviour. He is not a hurtful child, just plays
physically. He does not have a school bag or stationary, and his lunch is often fizzy drink and chippies, and
sometimes he does not appear to have any lunch at all. Logan is keen to learn but can get frustrated when he
cannot understand a task or find the right words to use. He uses simple sentence with a very limited vocab,
and does not appear to have many typical Kiwi experiences other than occasionally visiting his local Marae
at the weekends. He is seated at the front of the class at a desk nearest the teacher. When left alone on a
task, he will spend time sharpening his pencil, finding his book or looking out the window. He is well under his
Year 3 level sitting on 1 B across the literacy areas.
Ideas 1B Structure 1B Organisation 1B Vocab 1B Sentence 1B Punctuation 1B Spelling 1B

The students expected level is 2b (after 3 years at

school).
Students at this level can:
Ideas
plan before they write using strategies such as:
- lists and mind maps to separate main ideas from
details.
- gather words to use in their writing
create ideas that link with the topic and each other

This student can...(After 3 years at school)

Ideas
Write their idea, answer, opinion or a question
Structure & Language
write a personal recount about something they
have done.
Write about a topic they like.
Sentence Structure & Punctuation
Can write sentences.

and include:
- several experiences
- items of information
- ideas relating to the topic or task
- details and /or comment
Structure & Language
organise the way they structure their
writing so it fits the type of writing they am doing (e.g.,
a story with a beginning, a middle, and an end).
show that different texts have
different features
Organisation
sequence their ideas clearly
Sentence Structure & Punctuation
use simple and compound
sentences
vary their sentence beginnings and lengths
attempt to write some complex
sentences
make sentences that have correct tenses
Letter Formation
write all upper-case and lowercase letters correctly and easily so they can be easily
read
use the following correctly:
- capital letters
- fullstops
- question marks
- exclamation marks
Vocab
use carefully selected words and phrases for the
topic of the writing
- adjectives
- nouns
- verbs
use language features such as
- alliteration
- visual language features (such as labeled diagrams)
to support their ideas
Spelling
use their memory to spell personal words and high
frequency words (words from essential lists 1-4 and
some from lists 5 and 6)
use resources around the classroom such as junior
dictionaries or word lists
Spell unknown words by using their knowledge of:
- sound and letter connections
- spelling patterns (eg: spelling the k sound correctly in
both catch and kitchen
use their knowledge of:
- spelling rules (e.g., the rules relating to adding simple
plural suffixes such as those in baby/babies and
half/halves
- letter sounds (e.g., adding a d to hear to make heard)
use their knowledge of letter
combination sounds correctly when they write (e.g., of
graphemes such as or, awe, oar, and oor, which record
similar sounds)
Writing process
revise and edit their writing to check it makes sense
and impacts on the reader.
give others feedback on their writing
check their writing for
- spelling
- grammar
- punctuation
by using their own knowledge about words and
sentence-making
publish their work in a variety of
ways depending on purpose
and audience.

Can write one or more compound sentence joined

by and or but
Letter Formation
write all lower-case and uppercase letters correctly with growing speed and ease.
use fullstops sometimes
use capital letters sometimes
Vocab
use interesting word from their own experiences,
stories they have read and classroom activities
can remember and write personal words like names
of family
can use words around the room and from picture
dictionaries.
Spelling
remember and write some of the words in essential
lists 1 & 2
use blends, word chunks and word ending to try
and spell words I am not sure of.
Can recognize and write most sounds at least one
way
Know that there are different ways of writing the
same sound
Write words using their sound- letter knowledge
Can write words endings correctly
Can ask others for help to spell words.
Writing Process
reread my story to check that is makes sense

This student cannot:

Ideas
Plan his ideas before he writes using strategies such as lists and mind maps, gathering words to use.
Sentence Structure
Change the way he begins sentences, or vary sentence beginnings and lengths,
Vocab
Is starting to use words from around the room, but cannot yet use new and interesting words.
Use adjectives and nouns and words correctly in writing in different ways.
Writing Process
Is starting to edit own work, but cannot take bits out and add bits in.
Is able to identify some spelling errors, but does not correct words or seek help from word charts etc
To accelerate the learning of this student I need to teach

Planning
Using sentence starters, different vocab & basic punctuation.
Editing and recrafting

Student 4 Profile (Knowing the Learner)

Charlize is a European New Zealand girl, the middle child, 1 older brother Pete, and younger sister Sarah,
both at school. She is a hard working child but suffers from mild hearing issues. She wears hearing aid, but
does not like using it and often loses it or leaves it off. She has a tomboy personality and loves playing with a
gang of kids especially the boys. She can be easily distracted by friends, and will follow others into mischief
easily. One on one she tries very hard to please, but is not keen to share her work in front of the class. She
places pressure on herself to achieve, but her deafness has left her about 1 year behind to date. I am
confident with some extras attention and effort supported by her family, as she will catch up quickly. She has
a reasonably good vocab and has had a range of experiences, and spends time at the weekend with
Grandma and Grandpa on a farm. She works well with a more confident buddy on tasks, and will share her
ideas once she has sat back and observed what others do. She is placed on 1b, over 1 year from where she
should be.
Ideas 1B Structure 1B Organisation 1B Vocab 1B Sentence 1B Punctuation 1B Spelling 1B
The students expected level is 2b (after 3 years at
school).
Students at this level can:
Ideas
plan before they write using strategies such as:
- lists and mind maps to separate main ideas from
details.
- gather words to use in their writing
create ideas that link with the topic and each other
and include:
- several experiences
- items of information
- ideas relating to the topic or task
- details and /or comment
Structure & Language
organise the way they structure their
writing so it fits the type of writing they am doing (e.g., a
story with a beginning, a middle, and an end).
show that different texts have
different features
Organisation

This student can...(after 3 years at school)

Ideas
Write their idea, answer, opinion or a question
Structure & Language
write a personal recount about something they
have done.
Write about a topic they like.
Sentence Structure & Punctuation
Can write sentences.
Can write one or more compound sentence
joined by and or but
Letter Formation
write all lower-case and uppercase letters correctly with growing speed and
ease.
use fullstops sometimes
use capital letters sometimes
Vocab
use interesting word from their own experiences,
stories they have read and classroom activities
can remember and write personal words like

 sequence their ideas clearly

Sentence Structure & Punctuation
use simple and compound
sentences
vary their sentence beginnings and lengths
attempt to write some complex
sentences
make sentences that have correct tenses
Letter Formation
write all upper-case and lowercase letters correctly and easily so they can be easily
read
use the following correctly:
- capital letters
- fullstops
- question marks
- exclamation marks
Vocab
use carefully selected words and phrases for the topic
of the writing
- adjectives
- nouns
- verbs
use language features such as
- alliteration
- visual language features (such as labelled diagrams) to
support their ideas
Spelling
use their memory to spell personal words and high
frequency words (words from essential lists 1-4 and
some from lists 5 and 6)
use resources around the classroom such as junior
dictionaries or word lists
Spell unknown words by using their knowledge of:
- sound and letter connections
- spelling patterns (eg: spelling the k sound correctly in
both catch and kitchen
use their knowledge of:
- spelling rules (e.g., the rules relating to adding simple
plural suffixes such as those in baby/babies and
half/halves
- letter sounds (e.g., adding a d to hear to make heard)
use their knowledge of letter
combination sounds correctly when they write (e.g., of
graphemes such as or, awe, oar, and oor, which record
similar sounds)
Writing process
revise and edit their writing to check it makes sense
and impacts on the reader.
give others feedback on their writing
check their writing for
- spelling
- grammar
- punctuation
by using their own knowledge about words and
sentence-making
publish their work in a variety of
ways depending on purpose
and audience.

names of family
can use words around the room and from picture
dictionaries.
Spelling
remember and write some of the words in
essential lists 1 & 2
use blends, word chunks and word ending to try
and spell words I am not sure of.
Can recognize and write most sounds at least
one way
Know that there are different ways of writing the
same sound
Write words using their sound- letter knowledge
Can write words endings correctly
Can ask others for help to spell words.
Writing Process
reread my story to check that is makes sense

This student cannot:

Ideas
Plan his ideas before he writes using strategies such as lists and mind maps, gathering words to use.
Sentence Structure
Change the way he begins sentences, or vary sentence beginnings and lengths,
Vocab
Is starting to use words from around the room, but cannot yet use new and interesting words.

Use adjectives and nouns and words correctly in writing in different ways.
Writing Process
Is starting to edit own work, but cannot take bits out and add bits in.
Is able to identify some spelling errors, but does not correct words or seek help from word charts etc
To accelerate the learning of this student I need to teach

Planning
Using sentence starters, different vocab & basic punctuation.
Editing and recrafting

How will you monitor students progress?

I would make sure the learning intentions and success/outcome criteria were clearly displayed on the wall,
understood and talked about initially. Then I would spend time with each child and see their progress, take samples
of work prior and after group sessions.
I would conference with the children by themselves, and ask questions about their work. I would ask them if there
was any part they were unsure of, or wanted more practice in, and create learning opportunities or group work on
these aspects (I would also identify this myself). In groups, I would encourage those who were moving forward to
take a teaching role and share techniques with others.

What expectations of progress do you have for these student?(National Standards or Levels.(Asttle
levels for Secondary)
Target
Children

Year Level

Term 1

Term 2

Term 3

Term 4

Alexavier

Year 3

Early Level
1

At Level 1

At Level 1

Early Level
2

Dianne

Year 3

Early Level
1

At Level 1

At Level 1

Early Level
2

Charlize

Year 3

Early Level
1

At Level 1

At Level 1

Early Level
2

Logan

Year 3Early Leve Early

At Level 1

At Level 1A

AtEarly
LevelLeve Early

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan
teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
NB These children are all well below in their spelling ability, but this is not addressed in detail in this assignment.
The 4 children all have similar levels, with subtle differences ranging from 1B 1P, with the exception of Dianne
who score 2B for punctuation.
I have grouped these children together as they each have a similar skill level and knowledge of how they use ideas
in their writing and how they plan and edit. They can write between 4-6 sentences about a given topic, but these
sentences do not always relate to each other, are not in any relevant order and the language used in very basic
and repetitive. They are all writing at a level approx. 9-12 months below where they should be at. From my
observations the children write as they go, and are not doing any planning in their minds about what they are
going to write next. I would like them to learn to plan what they are going to write, so they can think of order of
events, words they might use and what messages they want to get onto the paper. I would also want them to
improve the way the words are written i.e. use more interesting words, or different sentence starts and correct
punctuation. Then I want them to revise and edit their work looking at basic punctuation, making their stories
more interesting and using correct spelling of words from around the room, and think about their audience.

Teaching as Inquiry
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that
teachers inquire into the impact of their teaching on their students. Ministry of Education, 2007b, page 35
The purpose of the teacher inquiry cycle is so that all students improve in their learning and outcomes. The cycle includes a
focusing part, teaching part and a learning part. In the focusing inquiry teachers ascertain what outcomes they are seeking for their
students, and where they are at now, and what can be done to help them achieve these outcomes. In the teaching inquiry part,
teachers use their experience and knowledge to use teaching methods that will be effective and seek whether these are working.
They will have many types to draw from, and can use research and peers for ideas. The learning part occurs as a continuing part
of the cycle, is where teachers reflect on whether the students are moving towards the desired outcomes, and select what to do
next, what to change, if more teaching is required and in what ways.
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry

I think that in uses different teaching methods and inquiring in how the student are leaning and observing and
assessing constantly, I am provided a Teacher Inquiry practice. I constantly think in this way, and do not intent
to teach in one method for all, and expect all student to be at the same level of learning. The teaching ideas,
methods and plans I am discussing take this style of teaching pedagogy into practice.
Creating a Text rich environment
Before I even start with how I cam going to help my students Cameron & Dempsey suggest that a teacher should
make sure the physical environment is set up in a way that is rich with text (Cameron & Dempsey, (2013) The
Writing Book A practical guide for teachers, 41). This could include rich text on the walls, writing on windows,
samples of childrens work in displayed, notices and messages, daily plans, modeled stories, inspiration boards,
signs, greetings, birthdays charts, quality displays to name a few.
A quality classroom also includes numerous writing tools for the student. Tools can include plenty of sharpened
pencils, different medium to write with and on, computer and ipads, paper, mini white boards for example. Make
everything accessible to the children, show them where they are and you can even label things in English and
Maori.
I would also supply the children with a Literacy Lunch box or my version of a box of all kinds of literacy tools
they can gobble up and learn from and use that is accessible to them. It might be a box that sits on their table or is
in an area of the room devoted to literacy tools full of different mediums, and papers, and dictionarys etc. This box
would be full of laminated cards that we have previously made together, or I think would help that I have found.
These could include sentence starters, connectors, high frequency words, their own word lists that they have built,
and more. Some examples of these are below:

Punctuation Road Signs

http://www.sparklebox.co.uk/thumbs816-820/sb816-punctuation-mark-road-signs.html#.VadXBsaqqko

Sentence door openers

http: / /www.sparklebox.co.uk/6201-6210/sb6204.html#.VadXxMaqqko

Word Walls - an area in the classroom where new words learned or used can be added and displayed for children
under their letter starters.

High frequency word maps

http://www.sparklebox.co.uk/1671-1675/sb1671.html#.VadYR8aqqko

Connectives
http://www.sparklebox.co.uk/previews/10051-10075/sb10055-connectives-word-mat.html#.VadYosaqqko

So you have created an environment rich with text and tools - what next?
Teaching Plan
A successful lesson includes a well thought teaching plan, which identifies the purpose of the lesson as related to
the NZC with a learning intention and success criteria. Then you can identify what the students need to know or
learn to have success, and what they already know. So I want children to know how to write a great recount and in
this instance a recount of their weekend. I know from previous samples their stories are a series of thoughts not
written in order, missing punctuation, and using similar starters. They have not thought about what they are going
to write before they write it. So I want to get my students to plan what they are writing and think about core
features of their writing such as sentence starters, punctuation and order of thoughts. After they have written a
recount with all their new skills and knowledge (I am about to show them and expose them to), then they will edit
and recraft their work using a number of shared learning styles and strategies.
The specific piece of work my students are focusing on in this learning is a recount - a recount is a story that tells
what happened and records events. It usually written in the past tense and uses connectors such as next, after,
and it is in time order. (Cameron & Dempsey, (2013) The Writing Book A practical guide for teachers. 30)
First I will ask questions and brainstorm with the children What do we know about recount writing? What writing
features will we use (title, specific participants, setting, events and conclusion. (TKI Recounts & checklist) What
vocab will we use? What sort of sentences?
http://englishonline.tki.org.nz/English-Online/Teacher-needs/Reviewed-resources/Reading/Features-of-text-forms/Recounts
http://englishonline.tki.org.nz/content/download/4562/27982/file/Checklist+%E2%80%9A%C3%84%C3%AC+Recount.rtf

Sourced from Pinterest & Google Images

Lets start the lesson.
What is planning?
Motivating the writer.
I want my children to be excited and enthusiastic about their writing of a recount so I need to get them motivated
first and share a purpose for their writing. I would explain that we are collecting some stories about our weekends
so that we can make a shared book to share with our class and parents, so we can get to know each other better
and celebrate moments in time we enjoyed. This is giving the children a transparent purpose for their writing.
Children learn best when they write for real purposes and audiences in a variety of written forms. Harry Hood
I am going to ask them to write about their weekend and a special moment they enjoyed in a recount. But first I
am going to share my own with the children, and together we will plan and write this recount, and then edit it.
I would start the lesson by bringing some photos of my trip walking up Mt Wellington. And tell the children all
about it - that I went here with my family (husband, 2 sons) as they love what you can do there and it is all for free.
First we walked up the mountain, then we slid down on cardboard, we explored the volcanic rocks and finally we
played soccer kids verses adults on the low field.
Now that I have shared my story, I welcome the children to ask me questions. This adds more depth to my story,
words used and prompt me to gather more detail for my writing. They may ask me how long did it take to climb
the mountain and now I can use this in my story as I did not talk about this part.
So in writing my recount I want to model to the children what I want them to do, know, and my expectations of
them. With any story, you need to have a plan in your head. So first I would brainstorm about my experience.
There are many ways to do this I have a few listed below.
One plan is to place the words (this could be the title) Trip to Mt Wellington in the center of my page and have
lines coming out with key parts of the story (these can be used in another plan later) or words (interesting new
words the child may want to use in their story).

Next we can share a planning recount sheet. I would explain that a story recount usually has a beginning, middle
and an end and is told in order of events. It mostly is told in the past tense, but at this level the present tense is
fine. This could have been covered using the Hamburger model introduced in a previous lesson so this can be
revised.
The Hamburger Model uses the familiar metaphor of a sandwich to help students construct a paragraph or essay.
Students begin by stating their point of view on the issue in question (the top bun). They then provide reasons, or
evidence, to support their claim; they should try to incorporate at least three supportive reasons (the "patties").
Elaboration on the reasons provides additional detail (the "fixings"). A concluding sentence or paragraph wraps up
the sandwich (the bottom bun). http://education.wm.edu/centers/cfge/curriculum/teachingmodels/

The Hamburger is a fun way to help the children pull out ideas for their story and at the same time planning a
beginning, a middle and an ending, and placing their story in order.
Use the whiteboard to draft your plan/story on so the children can see this. And the planning model you are using.
So its now time for the children to think about their own recounts. Use brainstorming techniques and involve them
as you ask them to plan. Ask them for ideas of what they should write. Give them feedback as they write their
plan. Ask questions like the examples given.
What was the exiting moment about my weekend? Why was I excited about this moment? How did I feel? Who was
there? Where did it happen?
Teachers can use these as a sentence starters for the children both orally and written on the board or planning
sheet such as:
The exciting moment about my weekend was.

I was most excited about

It made me feel.
Think, pair, share is a teaching strategy we used on the TER course and Cameron also mentions this where
children are able to think on their own about a topic first (THINK), discuss their idea with a partner (PAIR) and share
their ideas with a large group/and or the teacher (SHARE). This allows the teacher to tune in to student ideas,
reflect, support and extend. This approach allows students to prepare ideas, share in supportive environments,
rehearse, share views of others, reflect and improve.
Cameron & Dempsey, (2013) The Writing Book A practical guide for teachers.

Have the children do the think, pair, share exercise orally about their weekend recounts. Then repeat all steps
above with the children for their own recount.
I believe that building on oral language is key and I agree that Talk is an essential planning tool for writing.
http://literacyonline.tki.org.nz/content/download/23529/263380/file/Teaching_Writing_in_Years_13.pdf p 8.

For children with less writing skills or English as a second language, it is key that they talk and talk, and use words
around them. The more they feel confident with the spoken, word, the easier it will be to transition this into the
written word.
Checking In is a term I use as I teach I stop all the children at different times throughout the process to check
where they are at, if there are any problems or they need guidance. I encourage them to talk to their friends and
share throughout as long as they stay on task. The teacher will need to wander, and check, and ask questions
throughout this planning process.
Other planning ideas include:
Comics strips for planning ideas.
Give me 10 words for (Cameron & Dempsey, (2013) The Writing Book A practical guide for teachers. 109) this is
an exercise you can model, do with your small group then have as a laminated card or poster in your room of
childs group writing tool box. This can be used for any types of words/groups of words but as a start for younger
writers key words could be
Family members Mum, Dad, brother, sister, Grandmother, baby, cousin, Aunty.
Went walked, ran, hopped, slid, moved, crawled
Those children who love to draw may use pictures to show your ideas initially instead or along side words.
What about Editing?
Lets start from a finished piece of work of a recount. You can place your own story on the board and introduce
editing and recrafting the children reading over their own work to make sense of it first, and then altering it.
Ask them some questions like is there anything that does not make sense - do you need to revise or redraft your
writing? Is there a word that you want to check from around the room or on a word list (spelling)? Does your story
have connectors words like or and and then to join 2 sentences? Does this sentence start in different ways?
(sentence starters)
Is there an order of events? Is there capital letters and fullstops? (punctuation)
Have you used interesting words?
Use the Think, Pair, Share strategy here.
Show them the amended version. Or work through it on the board with them.
Teachers need to move around and be available if a child needs help. While moving around, notice and question
the children about their work.
One approach Cameron discusses is the think aloud approach where the teacher models what they are thinking
while writing such as Am not sure where the full stop goes, so I am going to reread my writing so I can listen for
the end of the idea. (Cameron & Dempsey, (2013) The Writing Book A practical guide for teachers. 186)

Now use the think, pair, Share strategy again here focusing on the childs own recount. Ask the child to read their
own work first for sense, identify any words they are unsure of regarding spelling by underlining them, and make
notes of where additional words could be added that are more interesting. Just like what was modeled and

with a
changes

discussed on the board in the small group. Then do the same

friend, and their work. Then share with a teacher any
or recrafts the child has done.

To
lessons

support this editing and recrafting process a number of mini

could be done prior or after this lesson including:

Gail

Loane agrees with me that that a variety of sentence length,

sentence structure and sentence beginnings will make for

more

effective writing. Ive Got Something to Say by Gail Loane

and

Sally Muir. Aries (2010)

You can

create an editing checklist.

http://www.readwritethink.org/files/resources/lesson_images/lesson856/edit.pdf

Introduce a Sentence Starters challenge - ask the children to list different ways to start a sentence. The teacher
can model a couple on the board, then get the children to contribute and create a class list. Laminate and leave a
few lines so children can add to this later.
I also like Super Sentence bookmark idea below (Google Image Search).

Oscar worthy openers

http://www.twinkl.co.uk/resource/t2-e-364-oscar-worthy-openers-display

Introduce Super sentences (One I used as a reliever many times) look at your sentences and supersize it up
which basically means add in words to make is more interesting and describe the who, what, where, why in your
sentence.
I.e. I went to the beach
Mummy and I drove to the sandy beach.
Mummy and I walked slowly down the read to the wind swept sand dunes.

Teachers can model editing by doing so in their own work, checking it makes sense; proofread using the agreed
codes, reviewing criterias and recrafting in response to feedback. It is important that children see that editing is
just part of the writing process, and is a natural part.
(Cameron & Dempsey, (2013) The Writing Book A practical guide for teachers. 186)

Anderson talks about the 6 traits of writing and others then developed the 6 + 1 traits with the additioanl trait of
presentation . These act as a guide or check system for children, teachers and parents about how the child writes
and how they can edit or be graded. The traits being that any written piece of work can be developed using the
traits of :
1.

Ideas and Content the heart of the message.

2.

Organization the internal structure.

3.

Voice the words that capture the sound of the writer on the page.

4.

Word Choice the use of rich, colorful, and precise language.

5.

Sentence Fluency the rhythm and flow of the language.

6.

Conventions the standards for correct writing.

7.

Presentation the form and layout

http://classjump.com/m/mrsgreene/documents/6plus1FLIER.pdf
http://www.imschools.org/images/files/menufiles/Overview6Traits.pdf

Effective Feedback
John Hattie (and Timperley) talks about effective use of feedback, and he has looked into this in great detail. He
has created a model for how and when to give feedback, as Hattie believes not all feedback is necessary positive,
but can be negative. He uses terms like feed up for goals, feedback for how a student is going and feed forward for
what next.
http://visible-learning.org/2013/02/john-hattie-helen-timperley-visible-learning-and-feedback/

I agree with Hattie as the words used in feedback can have a negative effect to a child, if they have tried hard and
the teacher only notices what needs to be improved and comments on this rather than offering support and
resources.
TKI talks about how conferencing during writing time with a student in a short focused one to one conversation,
that allows a teacher to monitor where the child is at any specific point in time and give feedback or classification.
http://literacyonline.tki.org.nz/content/download/23529/263380/file/Teaching_Writing_in_Years_13.pdf

I would conference both formally and informally as I roam the classroom during their writing time. This one on one
time with a child is invaluable and gives me insight as to where they are at as against the learning outcome.
Celebrating Writing
I like Camerons idea about celebrating writing (Cameron & Dempsey, (2013) The Writing Book A practical guide
for teachers. 205), where students work is shown as being worthy enough for an audience. This can include
publishing parts or all of their work, but also can be as simple as sharing with a friend, the class, another teacher,
or reading it aloud. All writing requires an audience, whether it is just the writer or a much wider group.
anticipating a responsive provides the motivation and purpose for much of what we writer. Cameron & Dempsey,
(2013) The Writing Book A practical guide for teachers. 205) Children need to write for a purpose and at the
same time know an audience will read their completed work, and that their work is important enough to share and
be celebrated in a myriad of formats.
In conclusion, I have listed many examples, approaches and samples that I can use in my classroom in an

ongoing way that will aid in moving these children along and get them confident about writing, and closer to the
expected level for a Year 3 student. I am committed to being a reflective and inquiry based teacher, and my
approach will change and adjust along side the children on their way to literacy success.

Learning Inquiry.
Investigating the success of the teaching in terms of the outcomes, using a range of assessment approaches.

What has been the impact of our inquiry?

What does the data say?
Who is making expected progress? What contributed to that progress?

Who is making accelerated progress? What contributed to that progress?

Who is making some / very little progress but not normal or accelerated? What contributed to that progress?

Who isnt making any progress? Why do you think this happened?