The data shows a similar pattern in both the Year 4 and Year 5 cohorts, with a small number of students ready for extension and a larger group needing continued support at their current level.
Year 4 Students
This group has one student who has mastered the Year 4 level and three who are still developing their skills.
Ready to Transition (Level 2): Gra is at the highest level for Year 4. This indicates Gra has strong reading and comprehension skills and is ready to begin working with Year 5 level texts.
Needs Support (Level 1): Ame, Del, and Sio are at the lowest level. They require further instruction and practice with Year 4 texts to build their foundational skills before they are ready to move on.
Year 5 Students
The Year 5 group mirrors the pattern seen in Year 4.
Ready to Transition (Level 2): Ang is at the highest level for Year 5. This suggests Ang is a confident reader who is prepared for the challenge of Year 6 level texts.
Needs Support (Level 1): Cas, Joa, and Sad are at the lowest level for their year group. They would benefit from targeted support to strengthen their comprehension of Year 5 texts.
Key Takeaways and Implications
Clear Need for Differentiation: In both year groups, there is a distinct split in abilities. The primary implication is the need for differentiated instruction. The teaching approach cannot be the same for all students.
Extension Group: Gra and Ang form a clear extension group. They are ready for more complex reading materials and higher-level thinking activities to keep them engaged and challenged.
Focus Group for Core Skills: The six students at Level 1 (Ame, Del, Sio, Cas, Joa, Sad) would benefit from working in a focus group on core reading and comprehension strategies appropriate for their respective year levels.
No comments:
Post a Comment