Peter said 'I am a writer!'

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Reflection - what these stories exemplify

Key competencies

These stories show Peter as a member of his class being involved in the same activities as his peers and having his work published with his classmates’ work (participating and contributing). He began to work alongside his peers in daily writing with an increasing amount of curiosity and determination to complete sentences (using language symbols and texts). Peter’s incredibly powerful statement “I am a writer” reflects his sense of identity as being a part of a learning community. Within the home, Peter’s writing attempts are accepted as a valid part of his recreational activities.

How might these stories strengthen Peter’s identity as a learner?

Peter has been able to read some basic sight words for a number of years, but has struggled with the transition to writing them. During the 14-month period, he was able to became more independent, requiring less teacher support to complete a sentence (agency). Over time, Peter has developed confidence in his ability to complete a sentence independently and to generalise his use of such sentences in a variety of contexts, such as home and school (breadth). This learning has been supported by Peter’s family, who have provided him with practise of new words and phrases and have endorsed his use of text in a wide range of activities at home (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

This learning is mainly situated in literacy. Peter is developing his understanding of language features. He is recognising some basic sight words and is recognising the word order required for them to convey his message in text. This is a huge step forward in learning as, in the past, the generalisation of reading skills to writing has been problematic for Peter. Throughout the string, Peter is able to show an understanding of shaping text for different audiences and purposes. Within school, he is able to use pictures to support new learning. At home, he is able to produce text to give a choice (menu) or to state instructions (bathroom door). In both settings his writing clearly conveys his personal voice. Over time, Peter is able to use an increasing range of vocabulary to communicate precise meaning. Examples from home provide us with guidelines for supporting him in future learning as he attempts words that he can speak, but not yet write clearly.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Both home and school are safe learning environments where Peter is confident in taking risks with text (creating a supportive learning environment). At first, we supported his new learning through teaching and modelling sentences, which used only the words with which he was already familiar (making connections to prior learning). We then began providing daily practise with words and visuals to make new sentences and then introduced a computer program, which provides visuals with text and a focus on writing that is relevant to his experiences, (providing sufficient opportunities to learn). His classroom teacher further supported this learning by placing sight words and simple sight-word phrases around the classroom so Peter could practise his new skills. This learning has been supported by Peter’s family, who have provided him with practise of new words and phrases and have endorsed his use of text in a wide range of activities at home.

Reflective question for the reader

Downing, J. E. (c1996). Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers. Baltimore: P.H. Brookes Pub.

Janney, R., & Snell, M. E. (c2004). Modifying schoolwork (2nd ed.). Baltimore: P.H. Brookes Pub.

Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington: Learning Media.

Ministry of Education. (2007). Literacy learning progressions: meeting the reading and writing demands of the curriculum: a professional tool for teachers: draft for consultation. Wellington: Learning Media.

Mitchell, D. (2008). What really works in special and inclusive education: using evidence-based teaching strategies. Abingdon [England]: Routledge.

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