End of year reflection.

Quick 60 uses Nonfiction content and therefore the programme caters well for the ESOL children’s needs.
Nonfiction texts offer topics that tie in with their personal interests and give them a broader vocabulary base. There is plenty of room for discussion and the comprehension elements of this programme mean that the children are engaging in thinking around the context and have many opportunities to acquire new vocabulary in a carefully scaffolded manner.

As part of my inquiry this year I looked at how I could improve the achievement of students with additional needs in the learning areas of English/key competency using language symbols and texts, in reading using language acquisition. I adapted my tasks to enhance learning, enable access and improve comprehension. I used specific teaching prompts, encouraging the use of rich vocabulary and conversational oral language to strengthen comprehension by introducing follow up conversations to my lessons.

At the start of each lesson I have the children repeatedly read their known books to help them become familiar with text and develop fluency. After reading their new book to me they then do tasks that develop skills in looking for information in their text and answering both inferential and literal questions.

I hope to work more in this area next year as I saw good results from the children who improved in their EOY Running Record results as well as in their comprehension.