Baseline data

  • The results of Standardised Tests
  • Teacher observations
  • Pupil survey

 

Persons Responsible

  • Class teachers
  • Learning Support Teachers

 

Timeframe for Actions

  • September 2014 to June 2017

Learner outcomes

Priority

Pupils can apply the necessary reading and comprehension skills in each curriculum area.

Target

According to ability, that each child will improve on the following three  dimensions of reading comprehension a)literal

b)inferential

  1. c) assimilative

Differentiated book reviews with shared readers- starting from October.

Action

Encourage the children to relate the given learning materials to their own personal experiences, to identify key words and to encourage fluent experienced reading to further develop inferential skills.

Learning experiences

Priority

1)Through teacher modelling, that the children can complete a range of tasks and activities in response to fiction and non fiction texts in class through different classroom organizations.( whole class, group work, paired work, individual work)

2)That the school library will be revamped and become a more attractive place for children to enjoy their learning experience.

Target

1)That the children are engaged in activities such as: summarizing, predicting, questioning, dramatizing, analysing and sequencing.

2)That all the old and rarely used books be removed from the library and replaced with more modern children’s books.

That all books are graded and colour code

Action

1)These are sample activities: storyboards, story cubes, literature response logs, hot seating, and character profiles, higher order questioning.

2)Classes will be timetabled to use the library on a regular basis and a system for the withdrawal and return of books will be devised.

Teachers’ practices

Priority

A range of assessment methods used

Target

That an effective range of assessment methods are used.

Action

The following methods: informal observation, checklists, teacher questioning, rubric, student profiles, anecdotal notes, parental feedback, self assessment, standardised testing.

Monitor and Review

  • Progress on achieving targets will be reviewed at the end of each year.
  • Based on the outcome of the review other strand units may be prioritised for improvement

Success Criteria / Measurable Outcomes

  • The results of Micra- T
  • Teacher observation
  • Pupil responses to survey