1. Anne Bayetto

2. Read, Record, Respond Introduction
National Reading Panel (USA), Rose Report (UK), National Inquiry into the Teaching of Reading (Australia), In Teachers’ Hands (Australia)
Page 162: Freebody & Luke: Four Resources (Australia)

3. Read, Record, Respond
Step 1:
Gather background evidence and data

4. Read, Record, Respond
What do independent and successful readers know and do?
Approach reading with interest
Presume they will understand what they read
Have a broad reading vocabulary and know the meanings of many words
Recognise there are different text types
Know they will need to draw on different strategies to read different texts

5. Read, Record, Respond Can effortlessly read many words
Have a range of strategies for working out the meanings of words
Have a range of strategies for understanding an author’s message
Realise when they aren’t understanding what they are reading
Select an appropriate strategy to use when they aren’t understanding

6. Read, Record, Respond
Are persistent if their first strategy is not successful
Know they will make errors but are optimistic they will understand the text

7. Read, Record, Respond What reading skills are we developing?
Meaning (Semantic)
Understanding an author’s message
Structure (Syntactic)
Recognising when what is read sounds right
Visual (Grapho-phonic)
Making links between graphemes and phonemes

8. Read, Record, Respond Why gather background evidence and data?
View video (this can be found on the Read, Record, Respond CD-ROM)

9. Read, Record, Respond
Why use a range of information-gathering approaches?
Checklists
Establishing what students already know and can do
Prioritising what they need to know next

10. Read, Record, Respond
Why use the RRR program to gather evidence and data?
Pages 20-22
Overarching principles
Individual level
Class level
School level

11. Read, Record, Respond Step 2: Use the RRR recording sheet
View video (this can be found on the Read, Record, Respond CD-ROM)
Page 23: Select a text
Pages 23-25: Introduce the text
Page 25: Use the RRR recording sheet with individual students

12. Read, Record, Respond Pages 26-28: Conventions for recording
Pages : RRR recording sheet
Pages : GR levels 1-14
Online: GR levels 15-23
Page 108 & CD: Conversion chart/s
CD and online: Conversion calculator

13. Read, Record, Respond Step 3: Plan for Instruction
Approaches to teaching
Pages 32-34: Whole class
Pages 34-35: Guided reading group strategy instruction
Page 35: One-on-one instruction
Page 36: Working with support educators

14. Read, Record, Respond Pages 36-37: Explicit teaching
Voiced PPT, Teaching reading strategies (this can be found on the Read, Record, Respond CD-ROM)

15. Read, Record, Respond Using RRR data to plan for teaching and learning
Pages 38-43: Meaning (Semantics)
Pages 44-48: Structure (Syntactic)
Pages 48-50: Visual (Grapho-phonic)
CD: GR levels 1-14 MSV worksheets
Online: GR levels MSV worksheets and
GR levels comprehension strategies worksheets

16. Read, Record, Respond Pages 50-59 Pages 59-64
Reading behaviours strategy instruction: Code-breaker
Pages 59-64
Reading behaviours strategy instruction: Text participant

17. Read, Record, Respond Page 163
Helping students learn to talk about text (Cervetti, Pearson & Jaynes, 2001)

18. Read, Record, Respond Pages 65-76
What makes independent and successful readers?
A guide for parents (this can be found on the Read, Record, Respond CD-ROM)

19. Read, Record, Respond
Pages 6-7: Case studies

20. Read, Record, Respond Max Won’t read at home or school: bored
Decodes most words
Adds words that change author’s meaning
Says can’t is composed of carn and t
Not sure of some affixes
Limited retell of texts

21. Read, Record, Respond Taylor Confused by some teacher instructions
Struggles with isolating sounds in words
Take home text is too hard
Doesn’t participate in guided reading sessions
Has private tutor and speech pathologist