This process was completed as a group, beginning with introductions, hearing about each others strengths, a bit about ourselves and inquiries. Juanita and Dorothy had an amazing set of probing questions that encouraged each one of us to zone in on our identified problem, the problem that fuels our inquiry. To some this may seem daunting, but in fact it is inspiring, thought provoking and comforting. Yes comforting because it enables clarity and a clear direction of where to next (something we ensure all of our students have too). Now for the nitty gritty... my inquiry.
My inquiry is about ESOL students who are not achieving a normal rate of progress towards the national standard in reading.
My target group are Samoan students who are currently in Year 4 and Year 5. I have identified this target group through observation of running records and probe data from 2015. The data shows that decoding strategies are effective and in place but also highlights a lack of comprehension. The main areas being vocabulary and evaluation skills.
The evidence I will be using is reading data from 2015 and 2016. This data will consist of reading OTJ's and a running record or probe test for each student along with a breakdown of their comprehension. These tests will be administered each term to monitor progress in real time.
In addition to these I will also be using e-asTTle reading (formative), PAT reading (summative), blogs (monitor if vocabulary has improved) and the rate of progress for the 2015 cohort when compared with the 2016 cohort.
I would like to create a Samoan language resource site for my school, cluster and wider teaching community, to develop reading skills in a 1:1 digital learning environment.