School Self-Evaluation 2015 – Literacy

School Improvement Plan, Literacy, 2013-2016

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