Tom can write!

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Reflection - what these stories exemplify

Key competencies

These stories illustrate that Tom is learning to use language, symbols, and texts to make meaning of the letters “T-o-m”. Tom has demonstrated a growing awareness of his ability to try new things, such as writing his name, and to extend the amount of time he can stay at these new tasks (managing self). We recognise the importance of supporting Tom as he stays at a task for longer periods of time if we wish him to expand his literacy efforts.

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

Over the duration of this string, Tom’s peers began to recognise him as a learner in a number of ways. They have attended school with Tom since the age of five years, and for the first time have seen examples of Tom writing his own name and having this work published alongside theirs on the wall. When their language learning goals were discussed and introduced, Tom’s peers were able to identify his learning goal as writing his name independently.

Over the period of the learning story string, Tom was able to move from writing his name with some physical support to attempting his writing independently (agency). He was able to experiment with a range of writing resources and a variety of people (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

The learning is situated within the Speaking, Writing, and Presenting strand of English. Tom is learning to use a personal content word (his name) to create meaning. We have celebrated any attempts at independence in this task, while recognising that continuing practise using a variety of materials will assist in legibility.

Effective pedagogy

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

Tom has been supported to attempt writing his name over many years in both home and school environments (creating a supportive learning environment). Regular communication and sharing ownership for Tom’s learning has resulted in many joint activities to stimulate learning consistently between home and school; for example, using rice, playdough, chalks, pipe cleaners, name cards with photos, and so on. This learning community has been vital in establishing a background to support Tom’s recent learning.

Central to this learning environment have been the daily opportunities for Tom to practise the skills needed to recognise and write his name. Multiple opportunities are provided within a variety of environments within Tom’s day. These opportunities are provided in both structured formats, as in the fourth learning story, and unstructured formats, such as linking a writing task to a preferred activity, like a game format (providing sufficient opportunities to learn). Our knowledge of Tom is central to the strategies we use to motivate him and encourage new learning (teaching as inquiry).

Reflective questions for the reader

“How can I make sure I am communicating with, and involving everyone important in my student’s life, in their learning?”

“Am I providing a variety of opportunities and environments to support my student’s learning?”

“Am I using all the sensory resources available to me in the learning environment?”

Useful resources

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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