Below is list of different examples of how I have met the standards. Each of the examples covers many different standards which will be stated at the bottom. The evidence for each of them will also be underneath each example.
Synthetic Phonics
In my school this year I had to implement the Synthetic Phonics program into my classroom. I had to undertake an initial PD at my school to introduce me to the program and to give me an understanding about the program and what was needed.
In this PD there was also a staff member who showed us what he does in his lesson, and what resources he uses in his lessons.
This PD gave me an insight into how to run this program effectively and the benefits that it had to the students. As this programs is based on the student’s different abilities, I was required to give the students diagnostic testing when I first started, then again at the end of each term to determine which level they are in and any progress they had made. This testing was done through the process of them being able to read different words based on different phonemes.
For this program to be effective, it needed to be run consistently at least four times per week for the students to benefit from this.
As this program caters to all levels, I have 8 different groups for this program in order for the students to get the best out of this. I am also able to have my student with Autism undertake the lessons at the same time as the rest of the class, but he does require one on one assistance with either my EA or myself.
When looking at the data that had been collected, from the first test, most of the students had made incredible progress and going up different levels. This program has also assisted in helping the students to increase their reading abilities.
Synthetic Phonics Testing
Synthetic Phonics is a program that is very strongly based on customizing the right program to meet the individual needs of the students. As a result, it is very important that the diagnostic testing in analysed correctly.
The test is based using the words from Understanding Synthetic Phonics by Isabelle Beck, and developed by the Midwest Synthetic Phonics Network.
Upon advice from the teacher who has had a lot of experience with Synthetic Phonics, he suggested that the test be done through a spelling test as well as a reading test. So in following his advice, I gave the whole class a spelling test based on the words in this test. Then myself of my Education Assistant would give them an individual reading test, where they would come up and try and read the words that they had the spelling test on. When the students started struggling with the words, I would stop the test at that point.
Once I had got this information, I then compared both of the tests with one another to determine a starting for the students to work from. By determining the starting point, it allows me to identify their learning needs and also who they are would be working with. It also gave me the opportunity to differentiate the work given to the students as each of the different groups are looking at different words all of the time.
From the results that I had gotten, I found that there were eight different groups in my class, which meant that there were eight different groups that I needed to work with.
Synthetic Phonics Lesson
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NAIDOC Week
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Graduate Module
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