Blanks are those students who were away. Pink zeros are the gaps. This was further analysed into 2 distinct groups. Those that had some catch up to do with Year 2 and 3 spelling, and a smaller group who needed to start back with Year 1. It was noticeable with the bigger group that there was generally several students with the same gaps. An example would be the silent e/VCe syllable. The two vowels together represent the long vowel u_e, i_e, a_e, e_e. This would have been Year 2 learning ordinarily, however, my Y5's would have been in Year 2 when Covid lockdowns began. I based my starting point on a FB post of Liz Kane's.
I began teaching the bigger group at 9am in the morning whilst the smaller group did SSR and Stepsweb. I then took them at 11 am while the bigger group did SSR and Stepsweb.
I set up some slides similar to examples we had been given and following the teacher text in the back of the book. The bigger group I started
I then had some PD by watching RA (my team leader in action) with my class.
For quite some time, I slavishly followed RA's sequence to get the routine in. I was able to come away from this as I grew more confident and adapted depending on the lesson as some are easier and less involved as others.
I noticed with some students who had scraped into the bigger teaching group were going "Oh, I get it." With one student I asked if The Code was helping her and I got a big smile which was a real positive for The Code and me.
I have chosen 6 students across both groups for my Timepoint Data 1.
The heart is what Liz Kane calls Heart Words. Those words that do not follow the spelling rules. E.G.: was, all, he, she, my and the - to list a few. These I called Tricky Words when I taught Jolly Phonics several years before.
My Backwards Map - to show my journey
