A colleague and I have spent many hours reformatting the LLP document into a user friendly matrix to be used for tracking and monitoring. The language is identical to the LLP.
We felt that this may be a useful tool for many schools.
Please don't hesitate to contact us if you wish to discuss in more detail how schools are using these tools.
We would also like to hear your feedback on how you see using these tools in the discussion online.
You are all more than welcome!! We have many schools using the various matrix around Hawkes Bay. Initially we are using them to highlight everything a student CAN do in their writing or reading. As we are highlighting we are taking care to always look across the threads of learning to see just how far a student CAN go. This stops boxing students in to one vertical level. Initially we have been using these docs with our target students.
After establishing what the students CAN do we look at where they need to be to meet the standard and begin making plans about how to accelerate their learning in specific areas with intensive explicit teaching over a short 2-3 week period. For example a year 6 student may be operating at the year 4 standard for language features (among other things). We look specifically at the language difference, and therefore teaching required, to move them from year 4 to 6 and plan explicit group teaching to move them quickly - ie accelerate their learning.
• using written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning;
• using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience;
This is all wrapped around ongoing robust professional conversations and careful tracking and monitoring of the students. This process also sits alongside the students being able to self regulate their learning.
I will take a few pics and upload them for you to look at soon.