Michael the writer

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Reflection - what these stories exemplify

Key competencies

Michael is developing his handwriting skills and using his knowledge about print to attempt story writing (using language symbols and texts). He feels very much part of the class doing his language work with his classmates at language time (participating and contributing). It is great to see Michael watching and learning and then having a go at the learning activities himself, with increasing focus, success, and independence (managing self).

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

Michael is developing a sense of being a writer. Over time, he has been more prepared to write. Seeing the fruits of his labour and the encouragement he receives from his teacher aide, classroom teacher and fellow students spurs Michael on (agency).

This learning occurred over the course of two months (continuity) in his handwriting and story writing times (breadth). Michael uses various resources – people and materials – to meet his learning goals. In this string of stories, the mediating resources were the teacher aide, his classmates, the teacher, crayon and paper, a scrapbook, and a whiteboard marker (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

Michael’s key learning is in English. He is developing the fine motor skills he needs to be able to write letters legibly. He is becoming aware that print (letters and symbols) is a meaningful form of communication.

Effective pedagogy

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

Michael’s teacher provides him with the security of a supportive learning environment. Activities are modified to allow him to participate in the same learning areas as his classmates. The class climate is such that every member is encouraged to give feedback and assistance or advice to each other, when required (facilitating shared learning). Yvonne (teacher) and Helen (teacher aide) share the same understanding of student independence. Each school day has a similar routine, providing daily opportunities to learn and practise new learning. Yvonne recognises and responds to Michael’s changing learning needs by reducing the level of adult support required and setting expectations that foster his growing independence in writing.

Reflective questions for the reader

“In what ways could you adapt your programme to meet the learning goals of all your learners?”

“How do you establish a community of learners where everyone supports each other’s learning?”

Useful resources

Ministry of Education. (2002). Kia tūtangata ai: supporting learning: an introductory resource for teacher-aides/kaiāwhina supporting teachers of students with special education needs.

Ministry of Education. (2008). The English Language Learning Progressions: a resource for mainstream and ESOL teachers. 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.

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