1. Northern Adelaide Region Comprehension Strategy
Debbie Draper, Regional Curriculum Consultant
Julie Fullgrabe, Regional Curriculum Consultant
Peta Gad, Regional Curriculum Consultant
Module 1: Introduction

3. Overview NAR DIAf Improvement Cycle Standards and NAPLaN
Big Six & Comprehension Strategies
Morning Tea
Gradual Release of Responsibility / TfEL
Lunch
Professional Learning Communities

4. How does the Facilitator Support Model work?
Schools identify and nominate teachers / leaders to be supported as facilitators through a course delivered by regional personnel. This enables the facilitators to tailor professional learning for their colleagues at school and contribute to whole school approaches to comprehension improvement through a professional learning community approach.
The Facilitator Support course consists of a series of modules that can be accessed dependent on site needs.
How do we know if it is working?

8. What are the Targets set against the Standards for this school?
NAR reading standards
What are the Targets set against the Standards for this school?
Self Review:
What is the reading comprehension level for each student in your school? How do you know?
Documented Evidence of a whole of school agreement about data collection and analysis for each student (RR, PAT-R, NAPLAN)
That you know this is happening consistently in all classrooms
Improvement Planning:
What do you need to do in your programming and planning?
Documented Evidence:
Scope and sequence for “Big 6” in Pre – 2, and Yr 3 - 7
Whole of school diagnostic assessment plan
Use of quality pedagogical framework eg Tefl
Focussed discussions using data and evidence within PLC’s & performance meetings
PD to build knowledge and skills of teachers
Intervention & Support:
What will you do to ensure success for each student?
Documented Evidence of a whole of school agreement about intervention & support.
How is this monitored, how often, by whom, who is the leader?
Performance Reporting:
How do you report reading comprehension achievement to students, parents & NAR?
Evidence of distance travelled in one page report to ARD/RD against stated Targets, end Term 4 & via Annual Report

9. NAR Reading Standards, NAPLAN Self Review:
What is the reading comprehension level for each student in Yr 8 and 9? How do you know?
Documented Evidence of - diagnostic assessments for each student & improvement for each student or groups of students
How Yr 7 to 8 Transition informs Year 8 Maths, Science and English curriculum design & assessment
Short term learning goals set for each student to achieve and improve
Improvement Planning:
What do you need to do in your programming and planning?
Documented Evidence of how the Year 7 NAPLAN data is analysed and informs subject planning and program development.
What & how subject teachers are differentiating learning?
How individual student learning goals are developed and monitored within each subject?
How do curriculum options support post school pathways?
Intervention & Support:
What will you do to ensure success for each student?
Documented Evidence of how students are case managed? How are ILP’s and NEP’s students case managed?
How and who monitors achievement progress? Who leads this?
Performance Reporting:
How do you report Reading Comprehension achievement to each student, parents & to the whole of your school?
Documented Evidence that student progress data informs school progress

10. Maths, English, PLP, Research Project
Standards:
“C” grade or better in:
Maths, English, PLP, Research Project
SACE Completion, School Based Apprenticeships, TER
Self Review:
What is the level of achievement target for each student in each subject in your senior school? How do you know?
Documented Evidence of Term Grades for each subject and whether each student is on track or has subject work “pending”
Improvement Planning:
What do you need to do in your programming and planning?
Documented Evidence of how individual student learning goals are developed and monitored within each subject?
How do curriculum options support post school pathways?
Intervention & Support:
What will you do to ensure success for each student?
Documented Evidence of how students are case managed? How are ILP’s and NEP’s students case managed?
How and who monitors achievement progress? Who leads this?
Performance Reporting:
How do you report achievement to each student, parents & NAR?
Documented Evidence of how this happens and how often ?

11. What are the targets set against the standards?
Reading Levels
NAPLaN bands
What are the targets set against the standards?
TER, successful pathways
SACE – C grade +

12. Standards Running Records NAPLAN Reading YEAR Reception Yr 1 Yr 2
Level
10 or above
20 or above
26 or above
NAPLAN Reading
Refer to NAR Improvement Plan
YEAR
Yr 3
Yr 5
Yr 7
Yr 9
Proficiency Band
4 or above
6 or above
7 or above
8 or above

13. Standards Student Achievement
Running Records – how are they analysed to determine levels of comprehension?
NAPLaN proficiency bands – what does this mean in terms of reading / comprehension?
What about reading skills that are needed for independent comprehension – oral language, alphabet knowledge, phonemic awareness, phonics, vocabulary and fluency?
What comprehension strategies do we expect our students to use and how do we know if they can?

14. Standards Organisational Conditions
What does this mean for teacher practice?
What does this mean for leadership practice?
What does this mean for site practice?

15. Alignment Doesn’t mean do everything at once
Could mean focus on one skill to start with e.g.
Inferencing
What does this look like at each year level?
- Check Australian Curriculum / SACSA / SACE
What does it look like in all learning areas?
How might we teach it?
Check TfEL
Gradual Release of Responsibility / Apprenticeship Model
Refer to Comprehension Resources
The skill is not content free – what knowledge, what skills, what strategies? Comprehending Math example
Refer to toolboard and mentions thinking skills toolbox 15

16. DRAFT STATEMENT
The key leverage points for sites that have been successful in achieving significant improvement in their reading and comprehension outcomes for students
Shared and agreed purpose that drives a commitment to improved literacy achievement with high expectations for all students
Collective ownership of a whole school literacy plan aligned with the NAR Improvement Cycle
Agreements for what is taught, how it is taught and when it is taught that brings coherence and consistency to the school’s reading programs
Shared understanding of how students learn to read and the processes & strategies students require to successfully comprehend texts
Consistent and responsive pedagogical practices that teach students how to read and comprehend texts
Formative and summative assessment processes aligned to the region’s comprehension targets, which are used to inform teaching practice and site improvement.
Targeted professional learning that includes opportunities for staff to learn about, discuss and understand, observe and analyse approaches to the teaching, learning and assessment of reading.

17. See handouts

18. The Gradual Release of Responsibility

19. Frayer Model 19

20. This is what sorry looks like…

21. This is what tired looks like…

22. This is what comprehension looks like…?

25. GRR is based on this theory – ZPD – Vgotstsky25

28. The Power of Modelling Why? Humans mimic or imitate Mirror neurons
Students need examples of the type of thinking required
Facilitates the use of academic language 28

29. Why Do We Model?
TRANSPARENCY
Students are invited into the mind of someone who can already solve the problem or use the skill/strategy. 29

30. Modelling Think-Alouds: Definition
A think-aloud of reading is creating a record, either through writing or talking aloud, of the strategic decision-making and interpretative processes of going through a text, reporting everything the reader is aware of noticing, doing, seeing, feeling, asking, and understanding as she reads. A think-aloud involves talking about the reading strategies you are using and the content of the piece that you are reading.
Wilhelm (2001). Improving Comprehension through Think-Aloud Strategies, p. 19. 30 30

31. http://www. youtube. com/watch

32. Display the series of visual representations of GRR - 132

33. Display the series of visual representations of GRR - 233

34. Scaffolding: Gradual Release of Responsibility
Concept Knowledge, Skills & Strategies
Student
Mastery
Formative Assessment
Modelling &
Think Alouds
Application of new skills and strategies
Prompts
Guided Practice with
Corrective Feedback
Independent Practice
Teacher
Student
Display the series of visual representations of GRR - 3
Explicit & Systematic
Initial Instruction
Student Practice with
Teacher Guidance
Reading Centres
Student Attentiveness
and Participation
Teacher Responsibility

35. Display the series of visual representations of GRR - 435

36. Different name – similar model as an example 136

38. http://stt-sharedreading. wikispaces

39. Gradual Release of Responsibility 02:12
Short video reviewing the elements of GRR
Gradual Release of Responsibility 02:12 39

40. Non Examples?

41. In some classrooms … Focus Lesson “I do it” “You do it alone”
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
“You do it alone”
Non-example – sometimes teacher will demonstrate and then hand over responsibility. However, when might this be appropriate?
Independent
STUDENT RESPONSIBILITY 41

42. And in some classrooms …
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
“We do it”
“You do it alone”
Non-example – sometimes teacher will demonstrate and then hand over responsibility. However, when might this be appropriate?
Independent
STUDENT RESPONSIBILITY 42

43. STUDENT RESPONSIBILITY
What works…
TEACHER RESPONSIBILITY
I do it
Focus Lesson
We do it
Guided
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY 43

44. STUDENT RESPONSIBILITY
What also works…
TEACHER RESPONSIBILITY
I do it
Focus Lesson
We do it
Guided
You do it together
Collaborative
The point being that some students will need more or less time at each level. “I wish the teacher would stop talking so that I can start learning.”
You do it alone
Independent
STUDENT RESPONSIBILITY 44

45. STUDENT RESPONSIBILITY
What also works…
TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided
We do it
The point being that some students will need more or less time at each level.
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY 45

47. Modelled:
Model the Comprehension Strategies using Read Aloud / Think Aloud
Making connections
Questioning
Inferring
Visualising
Determining Importance
Summarising
Synthesising
Consider
Fluency
Vocabulary

48. Shared:
Model, with student input and interaction, the Comprehension Strategies using Read Aloud / Think Aloud
Make them explicit
Create visual supports e.g. Anchor Charts, role cards

49. Guided:
Model the reading and comprehension strategies in guided reading
Provide explicit feedback to students about their use of the strategies

50. Independent:
Provide opportunities for independent use of the strategies through
Reciprocal Reading
Literature Circles
5 R
Cross age tutoring
Independent reading with response activities

52. Independent Use of Strategies
Routines are settings where students can apply the strategies that have “become so ingrained that they can be used successfully on a regular basis.” (McLaughlin, 2003)
Before students get to this level they must clearly understand the purpose of the routines, why they are taking part in them and exactly how they are to be conducted.
These routines and their implementation should be fully scaffolded by the teacher.
This is the final stage in scaffolding. 52

53. Guided Reading 01:53

57. Frayer Model 57

58. For more resources Independent Learning Module
Video about using GRR with prepositions
Video about the theory behind GRR

59. Professional Learning Communities

60. What is the one behaviour that most frustrates you about working with others in a team?

61. Team Norms

64. See handout

65. Solution Tree Rick DuFour on Groups vs Teams 03:49

66. Developing Team Norms
Developing team norms is the first step in the process of initiating PLC’s. It is tempting to skip this step but essential that you don’t! 66

67. Some PLC Stories

69. Solution Tree: Becky DuFour 02:23
Fisk Street model was a focus on teaching not on learning BUT it still had positive effects on outcomes after 3 years
Solution Tree: Becky DuFour 02:23

70. 3 Big Ideas
Embrace learning as our fundamental purpose
Build a collaborative culture
Use results to drive our effort

71. Students were surveyed71

73. Activities not enjoyed
Perception
Strategies used
Activities enjoyed
Activities not enjoyed
At Spelling I am
Really good – I can spell lots of words = 3
Pretty good for my age = 8
Average = 7
I have a bit of trouble with spelling = 2
I really struggle with spelling = 1
Sound it out (11)
Write it out (5)
Spell it in my head (4)
Ask a friend (4)
Have a guess / try (4)
Break up the word / syllables (3)
Dictionary (3)
Write it down different ways & choose best (2)
Say it to myself (2)
I picture it in my mind
LSCWC
Step word
Think of other words like it
Do activities with the words and remember it
Find a word (6)
Dictionary meaning (4)
Word cricket (4)
Crossword (3)
Don’t enjoy any (3)
Step words (3)
Syllables (3)
Making props (2)
Word snakes (2)
Alphabetical order
Antonyms
Chain words
Colour words
Eyes closed words
Illustrations
Learning my list words
Making an ad with them
Sentences
Spelling chains
Sport spelling
Synonyms
Word snakes
Write words on white board
Writing stories
Dictionary meanings (11)
Synonyms (4)
All of them (4)
Antonyms (3)
Chain words (3)
Cross words (2)
None (2)
Sentences (2)
Shape words (2)
Speed typing
Step words (2)
Acrostic poems
TV ads
Word cricket

74. Differentiated Spelling
Diagnose (skills, engagement, strategies)
Differentiate (lists, strategies, activities)
Engage (technology, hands-on, games, MI strategies) 74

75. http://prezi. com/awchwri4tn23/present/

76. Your
PLC Stories

77. Inquiry Cycle

78. What?
Who?
P.L.C.
Where?
Why?
How?
When?

79. snow car

80. 4 Key Questions for PLC’s
What is it we expect them to learn?
How will we know when they have learned it?
How will we respond if they don’t learn it?
How will we respond if they already know it?

81. Aligning What and How our SA reference points
What does the expected learning look like at this level?
EY outcomes
AC Achievement Standards
SACE performance standards 3
Design the learning plan ..
Design & sequence
TfEL 1.6
Referenced against domains 2-4 6
What are they expected to learn & why is it important?
EY Learning Framework
Australian Curriculum
SACE 1
What do I want them to learn?
How will I know if
they got it?
So what will we do
to get there?
How will we assess the learning? How will they demonstrate their learning? Assessment in authentic contexts TfEL 4.3 4
How will I engage, challenge and support their learning?
TfEL D 2, 3 & 4 5
What do they bring?
Prior skills, knowledge and understandings? TfEL 4.1 & 4.2 2
TfEL Team, 2012

82. What ?

83. Comprehending texts through listening, reading and viewing
What ?
This element involves:
using strategies for reading and viewing texts, including using applied topic knowledge, vocabulary and visual knowledge
listening for information and to carry out tasks and participate in discussions
using strategies for comprehending spoken, written, visual and multimodal texts, including retrieving literal information and making inferences.

84. What ? Comprehending learning area texts
By the end of Year 2 students:
understand and use different types of learning area texts to explore topics, gather information and make some obvious inferences
By the end of Year 4 students:
retrieve and understand literal information in learning area texts, and make inferences to expand and link ideas and to comprehend and interpret texts
By the end of Year 6 students:
understand, interpret and analyse information and ideas in learning area texts, comparing content from a range of sources and analysing similarities and differences in texts on similar topics or themes
By the end of Year 8 students:
understand, interpret and evaluate literal and inferential information in learning area texts, identify main ideas and supporting evidence, and analyse different perspectives and points of view
By the end of Year 10 students:
understand, interpret and evaluate information within and between learning area texts, combining, connecting, comparing and synthesising ideas and concepts, and identifying perspectives and evaluating supporting evidence

85. Doing What Works – Unpacking Standards 6:25

86. How?
Throughout the modules we will be modelling the connections to the TfEL and the purposes behind the activities. 86

87. 3. DIFFERENCES BETWEEN READING IN PRIMARY AND SECONDARY CLASSROOMS
Sousa defines three major differences between the developmental reading (learning to read) that students experience in primary classrooms with the expository reading (reading to learn) that students experience in secondary classrooms.
The first difference is in learning new vocabulary. In developmental reading, vocabulary is taught in context, meaning is clarified and words are rehearsed and practiced at a pace that most children can accomplish. In content courses, the vocabulary used in basic texts is highly specialised and technical, and often presented so quickly that students often have little time to comprehend its meaning.
The second difference lies in the way concepts are introduced and explored. In developmental reading, teachers present concepts that are familiar, and they cover them at a pace that is appropriate for most students. In content courses, teachers present concepts that are unfamiliar and complex, usually at a rapid pace because there is so much to cover.
The third is in the specialised type of reading that is needed for some courses, such as the ability to read charts, tables, graphs, globes and technical instruments. Sousa, D. (2006), pp

88. How?
What?

90. What?
How?

93. Doing What Works - Articulation Meetings 4:04

95. We know students benefit when teachers work collaboratively toward the common goal of high levels of learning for all. Specifically, students benefit when teams of teachers focus on clarifying what kids should know and be able to do, create common formative assessments, design systematic pyramids of intervention, and provide more time and support to those students who don’t learn in the course of initial instruction. Finding answers to these critical questions is the work of an effective teacher team.

96. Running Records Topics TBA Pre R 1 2 3 4 5 6 7 8 9 10 11 12
Genre in Secondary Schools
Designed to build facilitator capacity for a school-based literacy leader around purposes, structures and language features of different written texts.
Offered separately to 6/7 and secondary facilitators.
Genre Mapping
Designed to support the whole school literacy improvement plan through the development of a school genre map. Genre maps are integral to the design of teaching and learning programs across the school. Genre Mapping is offered by the region as a facilitator support module.   
Years Primary and Secondary are offered separately
Middle Years Literacy Project
Focus on Aboriginal Learners
Exposition: Literacy requirements & assessment
Tactical Teaching:
How to help students use reading processes, How to make reading strategies visible, How to build text from knowledge
Facilitator Support Modules
Introduction to NAR comprehension priority & improvement cycle, Fluency & Automaticity, Monitoring Comprehension, Phonics to Etymology, Vocabulary, Making Connections, Questioning, Inferencing, Visualising & Visual Texts, Non-Fiction Comprehension Strategies, Mathematics & Comprehension, Digital Comprehension, Structures and Processes
Running Records
Focussing on Literacy Improvement (Deslea Konza)
The Big Six / Waves of Intervention
Uni-SA modules
Topics TBA
Talking Literacies
Emergent Literacy, Phonological Awareness, Vocabulary, Making Meaning
Pre R 1 2 3 4 5 6 7 8 9 10 11 12

97. https://www. facebook. com/home. php#