Inquiry focus 2021: Initial Data Collection

For my 2021 inquiry this year, I have been thinking about what a challenge is for the year 5 and 6 extension children who I teach twice a week. I am in an interesting position where I do not have my own class of children. My role could perhaps be most likened to how secondary teachers teach multiple groups of children each week. I believe that the year 5/6 group would be the most appropriate group to base my inqury on as I see them twice a week. As a result, I would have more of a chance to implement a regular pedagogical approach with them. 

I asked myself this: What do the extension children have as a challenge/ something they need to work on which I could inquire into?  Alternatively: Is there something totally different which could be beneficial for me to focus on in my unique role?

I have come from teaching year 5 children. As a result, I can draw upon observations and knowledge of some of the children who would be my focus for this inquiry. I have observed that some children in year 5 who read above their chronological age in reading have some difficulty with spelling. Therefore, I was wondering whether a focus on spelling with these children could be beneficial. I tested the group of children and came up with some data.

Test 1: Schonell Spelling Test

Data:

Interestingly, only 4 out of 17 children have spelling as an area of concern according to the Schonell test I gave them.

As a result, I decided that spelling was necessary to focus on for those 4 children whose spelling level did not reciprocate their strong reading levels however, it was not an area that I needed to focus on for the whole group for the year. 

I had a conversation with Angela Moala, the year 3/4 team leader. We used to co-teach in a year 5 space and do well with putting ideas past each other. Through this conversation, I mentioned another observation I have made whilst teaching year 5 children who are strong readers. This observation was seen when I gave a group of 4 year 5 boys a novel to read. We had built up this novel and the children were all excited to read it. However, when it came to reading the book, only 2 were engaged to read it independently from start to finish. In my conversation with Angela, we realised this is a real challenge for this particular group of children. They are very good at reading short texts at their level however they do not all show an ability to focus on reading an extended texts independently. 

My second idea for my inquiry is therefore, how can I support extension children in year 5 & 6 to be engaged in extended texts which are challenging and which encourage critical thinking. How can I get the children to engage in deep and thoughtful conversations about these extended texts which they read?

I am going to spend this week exploring this second inquiry idea.