Delving deeper into the challenge of student learning: Preliminary findings

After our last PLG we were asked to frame our focus around the desired change we wanted to see in student learning NOT a change in teaching (as yet!). As teachers, we naturally try to think of what tools we can use to help students first. But before I do that I need to really understand the nature and extent of the challenges the learners are facing when writing.
For example, when learners come and show me their writing after self and peer feedback - they still don’t have full stops/capital letters. They are unable to feedback in writing.. Why is this?  Learner Voice and Writing Samples
This is what the learners said:

e-asTTle Writing scores

This graph shows e-asTTle data from my Year 2 target learners from the beginning of the year. As shared in a previous blog post the learners School Talk gap analysis shares similar findings with this other data.

My reflection of this baseline data is the learners don’t know
what their next steps are in writing and they are unaware
they have multiple tools/supports to help them.
It is clear they have gaps in:

- Punctuation: learners are not including the basics such as
capital letters and full stops.
- Spelling: high-frequency words are spelt incorrectly and
they are unaware they have tools/supports to help them
with their spelling.

How can I create explicit tools/supports that promote feedback
and create a greater shift in their writing?

Target Learner 1: Male, Year 1
Sri Lankan

 

Target Learner 2: Female, Year 2
NZ European

  Target Learner 3:   Male, Year 1 Chinese

Target Learner 4: Female, Year 1 Sri Lankan Target Learner 5: Male, Year 2 Russian

Target Learner 6: Male, Year 1 Polish