School Improvement Plan, Literacy 2014-16

School Improvement Plan, Literacy, 2014-2016

Aim: To improve the oral language proficiency of all of our pupils to a level appropriate to their stage of development
Strengths in Oral Communication
The following is a list of the general strengths in oral language which the pupils possessed:
• Confident in speaking in front of their class
• Exhibited effective listening
• Answered confidently questions from their peers
• Varied tone of voice
• Audible
• Recounted clearly and accurately
• Used adverbs and adjectives correctly
• Sequenced events correctly
• Recalled accurately all characters in stories
The following areas were prioritised for improvement in 2014-15:
• Limited range of vocabulary
• Speaking too quickly
• Overuse of the verb, went
• Overuse of words such as after and then
• Pausing a lot
• Adding extra bits to story
• Leaving sentences unfinished
• Incorrect pronunciation
• Sentences far too long
• Dis-organised sentence structure
• Incorrect tenses of verbs
• Lack of eye contact
• Exhibiting distractible behaviour
• Mixing up pronouns
• Fingers in mouth while speaking
• Lack of voice projection
• Could not elaborate on points
• Disjointed answers
• Lack of fluency
Objectives for Oral Communication during the school year, 2015-16
To improve oral communication by use of the following strategies:
• Awareness of the broad rules that govern social interaction
• Developing listening skills
• Developing speaking skills
• Developing oral reporting
• Developing story-telling and anecdotes
• Greater use of partner and small group work
• Questioning and interviewing
• By organising formal debates
• By providing facility at Assemblies for pupils to give reports
• Developing ability to pursue an argument logically
• Developing ability to give instructions
• Improving the language learning environment by enriching physical environment of the classrooms
• Improving the language learning environment by creating opportunities to engage in oral communication
• By extending the pupils’ vocabulary and conceptual knowledge
• By developing the pupils’ auditory memory skills
• By sequencing and re-telling stories
• By relating stories to real life experiences
• By discussing characters’ motives
• By developing feelings of empathy
• By extending descriptions of objects, events and people
• By the use of open-ended questions
• By describing what is happening in a mime
• By responding to stories and poems
• By suggesting solutions to problems encountered in a story
• By making connections between stories
Targets
To increase the oral language scores of each pupil by one scale unit at the end of the school year 2013-14, and by two scale units over the duration of the Literacy Strategy
Actions to achieve targets
Actions Person(s) Responsible Resources Time-frame
• Agree specific targets for oral language using the Drumcondra English Profiles both as a guide and as a method of assessment All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2013-14
• Prepare an inventory of resources for oral language lessons Link teacher for Literacy • 2014-15
• Procure additional resources for oral language lessons Principal • 2014-15
• Increase the use of ICT as a teaching tool All teachers • 2013-
• Examine specific strategies to develop language skills All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2015-16
• Provide discrete oral language lessons on an agreed number of times per week All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2015-16
• Teach and practise specific oral language skills which were identified in review All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2016-6
• Address weaknesses in oral language skills which were identified in review All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2015-16
• Use a variety of organisational settings for the development of oral language skills All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2013-16
• Use a structured approach to the teaching of oral language which consists of 5 components: the development of listening skills, teaching a variety of spoken texts, the creation of a language learning environment, teaching and extending vocabulary, promoting auditory memory All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks 2014-16
• Ensure that the five contexts (talk and discussion, play and games, stories, drama, poetry and rhymes) are utilised for oral language development All teachers • Teacher discussion
• Wonderland Language Programme
• PDST website
• NCCA website
• Curriculum Handbooks
• Prepare and distribute guidelines for parents on the importance of oral language Principal • PDST, NCCA websites 2015-16
• Revise School Plan to take account of new Primary Language Curriculum for Junior Infants to Second Class All teachers • 2015-16
• To engage in Continuing Professional Development in the area of oral language All teachers • PDST, NCCA 2015-16
• Re-assess pupils using a variety of media and contexts – assessments based on Drumcondra Oral Language Profiles All teachers • Easi-speak Microphones
• Video -camera
• Talk-tracker 3rd term of school year, 2015-2016
• Review results of assessments based on Drumcondra Oral Language Profile Indicators Principal and Link teacher for Literacy 3rd term of 2016

Monitoring and Review
• Teachers’ observations will be noted and discussed at staff meetings and at meetings of focus groups
• Specific time will be allocated at staff meeting and meetings of focus groups so that progress on Literacy initiatives may be reviewed
• Professional Reflection and Teaching Approaches sections of Cuntaisi Mhiosula will be used as a means of monitoring effectiveness of initiatives
• Volunteers will be sought to engage in continuing professional development programmes
• Pupils’ feedback will be sought in 2015-16 by means of questionnaires and compared with the results of the survey which was conducted in 2015
• Parental feedback will be sought in 2015-16 by means of questionnaires and parent/teacher meetings
• Feedback will be sought from teachers in 2016 with regard to the effectiveness of the oral language initiatives
• Drumcondra Oral Language Indicators will be analysed in June 2016 and used to evaluate the effectiveness of the initiatives undertaken in 2015-16
• Milestones which are outlined in revised Language Curriculum will be used to assess competency in oral language
Evaluation
• Using data from 2015, teachers’ observations at the end of 2016 will be compared and contrasted
• The results of the assessments will be tracked over the three year duration of the Literacy Strategy
• Parental feedback will be collated and analysed
• Pupil questionnaires will be collated and analysed