This is something worth looking at for those who struggle to read at school. What do you think?
Tag Archives: School
Week 12 – Continued…
This weeks task was similar to weeks 4 and 5 but without the sounds/digraph testing.
When I got into school, after signing in at the office I grabbed a ‘Volunteer’ lanyard from the basket, slipped it over my head and made my way to Mrs A’s class. I waited for her to finish telling the children about their lunchtime reading club, then she grabbed her clipboard and on her way towards me held it up and asked ‘do you remember doing these?’. I recognised the sheets: reading assessments, they were different but similar. I told her I did and quickly confirmed the allowed number of incorrect readings before each child had to stop and if they were to be timed, which they weren’t.
Mrs A then proceeded to ask if I’d had a nice Easter break which I replied to as ‘yes thanks’ – I’d rehearsed this response so as not to forget to reciprocate, obviously I asked her in return ‘you?’ Any conversation from there on was doomed for an abrupt end as I smile, nod and either respond with a cut off or notably have nothing in my head for a response!
I went and photocopied the sheet to cover all 50+ children and then took the first child on the list for a quick one to one read working my way through the classes during the course of that week. The improvement seen based on the 6 weeks prior was noticeable, very few children had trouble with the b’s and d’s and they were able to read further down the list with fewer scattered errors. I was impressed with their progress.
Mrs HT came into the class while the children were reading their ERRs on the white board. During this time I sit to the side and wait for them to finish before I start to take them for 1:1 assessment. Mrs HT lowered her voice, said hello and proceeded to ask me a question while waiting for the children to finish. My thoughts however, were on the children trying to concentrate while she whispered over in the corner, so I was very hesitant to respond and briefly answered.
Children hear a whisper, something to look over at and lose their place, miss important information and disrupt other children. Yes they have to learn to stay focused but does that mean we should talk during their lesson?
As it happens, the children were doing well but seeing their HT standing over by the door, led to a sequence of loss in concentration. A split second but enough to break the flow and send them into a confused tis of who should be reading; that was it, they had lost momentum and hesitated at each word.
You could see by their body language that even though they are young, they were self conscious, it slowed them down and made them hesitate. They were motivated by Mrs A to get them back in the flow, the zone, but the damage had been done. They’d been interrupted by a senior member of staff and their bodies twisting slightly in her direction when previously they had been set straight facing the board, was enough to see.
Weeks 7, 8 & 9
This was a very long task that extended into three weeks, completing one to one testing and observation with 50+ children to see how much they had learnt during their lessons that covered Measurements.
The areas of measurement being checked were: – whether they could find from items, which was the heavier and how they did it; tell which was the longest of three items (the same type); be able to tell from three objects, which held the most and how they worked it out; give their understanding on what units of measurement are and then tell which unit of measurements are used to determine the capacity, weight and length of three items I told them.
I found during some questions, that I had to re-word them so that the children understood what I was asking. For example: I said “lighter” and they took that to mean ‘lighter in colour’ as opposed to ‘lighter in weight’ and some didn’t understand it at all! I also had to be explicit in my questions so that nothing was left open for interpretation, which often was. The year groups ability like usual was broad with some estimating weight with their hands while others used the size and thickness of the item which wasn’t always correct. Not many remembered or were able to read the unit markings and therefore used the size, height and thickness of the materials to estimate their capacity.
Most were not able to use the measure on the ruler correctly, a few actually drew a line wherever their pencil landed on the paper as opposed to starting from a specific mark on the ruler.
It was interesting to see how each child reacted to explanations and reasons behind what they were being taught; a few would nod and say they understood but you could see by their blank expressions and hesitation that really they didn’t. As I said in an earlier post, there is only so much I know and able to tell a child; I’m not in a position to teach them, I do not have the knowledge and won’t push the boundaries. I made my observations and wrote their answers as applicable for their teachers to look into.
While this task became tedious towards the end (for the amount of time it took), it was needed and gave further insight to me, into how different they all are, how you have to adapt your teaching skills to accommodate each child. Its hard! The question is: do you learn those different skills in teacher training or does that come from experience? I’d be concerned if it’s from experience alone – until you have that experience, how do you not fail a child who needs to learn in a different way?!?
As usual, I went into school after lunch, signed in as a volunteer helper at the office and made my way to Mrs A’s classroom. It’s at this point I always feel like I’m in the way, not so much interupting but they’re busy and have to stop for me.
I waited for the children to finish their phonics and words which they practice before splitting up into their groups for Science, Art and ICT. Mrs A grabbed a piece of plain paper and a tub of printed number squares, then called a child over to show what I was do with them during that week. The child was asked to take six numbers from the tub and put them into sequence, to tell us what sequence it was in, if they could change the sequence and then place them into groups of odd and even. I had to mark on the paper if they could or couldn’t sequence and group; I wasn’t asked to do anything else, maybe this was a test to see if I’d use my initiative on making notes but I could not see how I could mark them as a ‘yes’ or ‘no’ without giving some observation notes on what they did, their reaction to the questions and how they placed the numbers down.
Of course I thought about whether I was doing too much, was I giving too much information for a simple test, was I taking too long, was I doing it right? 😳 I wasn’t told I was doing it wrong at any point which I’m sure they would have raised with me after the first day if I had!?
I took the paper, tub and a pen to a quieter place then went to find my first child from the class lists. Over the course of four days I worked with 50+ children, watching and listening, making notes on whether they could sequence, if they even understood what sequencing meant, whether they could change the order and tell me what order it was and if they could group into odds and even, explaining why and how they had grouped them.
There were a few children with Special Needs (Autism, Dyspraxia, Developmental Delay, ADHD, Anxiety issues and even Gifted) and during this 5 minute session it was easier to see from their reactions and way in which they interacted compared to the previous occasions when they had only read to me. Overall, it was wonderful to see how all the children’s little hands moved, how they interpret certain words and how broad their abilities are as a class/year group.
There were a few children with difficulties placing the numbers in order, confusing some yet recognising their mistake when asked a certain question such as ‘is x bigger than y?’. However, there was one child with a significant number problem and he read numbers backwards, got them jumbled and had little confidence, not wanting to discuss ‘how’ to do something.
Where possible I explained details to the children, such as using counters to visually see how an odd number doesn’t share and that they were to look at the units and not the tens. It isn’t my job to teach them and I won’t go past the boundaries, so when I met the problems faced with this child I knew it was out of my area of knowledge, I didn’t push further but wrote my observations and raised my concerns with his teacher.
I’m enjoying my time at school, quietly waiting for the time I can go in and help; I even remember a few names – five to be exact but its a start 🙂
What was your first thought when you read that?
Don’t think about it too long, I want your first answer, your first impression, what you thought when you read that you had to build a house with only 3 blocks?
I went into school three times during these two weeks and we concentrated on reading. I’m reading and trying to understand: Phonemes, Graphemes and Phonics so that I know what the children are learning and being tested on. I don’t want to be a helper that goes into class, gets directed by the teacher on what to do but doesn’t understand what it is or why I’m doing it. Unfortunately there isn’t always time to get all this information at the start so I’m trying to pick it up as I go along ensuring I read up on things I’m not sure on.
The children completed various reading tests: sentence reading that increased in difficulty as they progressed down the sheet. They were only allowed a certain number of mistakes before I had to stop them on a sentence which determined their current reading age. As with all classes there was a range of abilities and while some struggled with the first few lines, some managed to finish the page without any problems.
I think I’ve been lucky with my children, both are high achievers in their reading ability, something they inherited from their father who is a fast reader; I on the other hand am a slow reader. 😳
As usual I listened and watched closely to the children’s behaviours and facial expressions; I think you can learn a lot from watching children and they never fail to fascinate me.
One child used his finger to follow the line (in fact, only two children did that from the group), a few were fidgeting – one also had one hand in his pocket and a couple who were more relaxed were willing to talk, allowing me to interact more with them and ask questions. One child appeared very young for his age, noticeable by his speech while another boy was very good at reading and already on the ‘Gold’ level. I was told by another child that this boy liked Roald Dahl so I asked what his favourite book was and he said ‘Georges Marvellous Medicine’. 🙂
Once the children completed their sentence reading I tested them on their sounds: ‘th, ch, qu, ar, er, ea, wh, ng, ol, sh, ing, ck’. Most of the children did very well with these and only about six had difficulty which was only with two or three sounds each, in particular: ar/er, ea, ol and wh.
To finish off their tests they completed 100 high-frequency words with every word they were unable to read, being written for further practice. Again, this was mixed ability so a few got two or three words wrong and others about ten to fifteen. There were a few who struggled a lot and one who I had to stop half way through because he was struggling so much, it would have knocked his confidence and self-esteem.
I’m finding it easier to relax with the children and I’m becoming less self-conscious about speaking to them while other teachers/adults are around me, although I’m yet to gain confidence in my ability and knowledge which I’m sure will come with time.