At the start of the term, I changed my inquiry focus to match my new teaching role.I am now focused solely on teaching the Better Structured Literacy Approach (BSLA) with two classes Rooms 19 and 20, working collaboratively with my colleague, Mrs. Dwyer, in an open learning space. Mrs. Dwyer has taken on the responsibility for teaching writing and mathematics, which prompted the change in my inquiry focus.
Our school has adopted the Better Start Literacy Approach (BSLA), for which I completed training last year. I feel confident in implementing the scope and sequence for both Taumata 1 and Taumata 2.
My focus is on fostering phonological awareness and explicitly teaching students the relationship between letters and sounds. By developing their ability to blend sounds, I aim to equip them with the foundational skills needed for their fluent reading and writing.
For my focus group, I have selected four students, consisting of two boys and two girls.
- Student JJ
- Student MH
- Student LA
- Student NWA
These students started school last year as New Entrants and had a few weeks of BSLA - Taumata 1.
Student Summary: MH is making steady progress in letter-sound recognition, particularly with the basic sounds in Set 1. There is room for improvement in phoneme blending and more advanced letter sound recognition (Set 2). Targeted instruction focusing on blending sounds and reinforcing letter-sound knowledge in Set 2 will support further development in literacy skills.
Student Summary: Overall, LA is making progress in phonemic awareness, with areas of strength in initial phoneme identity and phoneme blending. Continued focus on expanding letter sound knowledge, particularly in Set 2, will be important for further development.LA has demonstrated a 50% proficiency in phoneme blending, indicating that she is in the early stages of developing the skill to blend sounds into words. Ongoing practice and targeted support will be important in helping LA achieve greater fluency in this area.
Student Summary: NWA has demonstrated a strong understanding of phoneme identity, achieving a score of 30, which shows a solid grasp of initial sound recognition. However, there is a need for further development in letter sound recognition. NWA is currently at 0% for both Set 1 and Set 2 letter sound recognition, indicating that more targeted support and practice are needed in these areas.NWA has performed exceptionally well in phoneme blending, achieving a high score of 90%. This reflects strong progress in combining sounds to form words, which is an important skill in early literacy development.
To support NWA's continued growth, I will focus on reinforcing letter sound recognition through additional practice and targeted activities. As NWA continues to develop in this area, her strong blending skills will support further progress in reading and writing.
Student Summary: Based on the data provided, JJ is showing limited progress in key areas of early literacy development. There is a need for more targeted practice and support in recognizing the initial sounds of words.JJ requires additional reinforcement and target teaching of letter-sound correspondences, especially as they move toward more complex letter sets. Phoneme blending is also at a 10% proficiency, highlighting the need for focused instruction to help JJ develop the skill of blending individual sounds to form words. Moving forward, it will be essential to implement individualised support with consistent practice in these areas to build on JJ’s foundational literacy skills.
My Reflection: The students are making steady progress in their phonemic awareness and letter-sound recognition, with varying levels of proficiency. Some students, like NWA, show strong blending skills, while others, such as MH and LA, need additional support with more advanced letter sound recognition and phoneme blending.
My Focus: The focus will be on reinforcing letter-sound knowledge, especially in Set 2, and providing targeted support for phoneme blending. Consistent practice and where possible individualized instruction will be key to helping each student strengthen these critical literacy skills.
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