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Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Introduction.

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Presentation on theme: "Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Introduction."— Presentation transcript:

1 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Introduction

2 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land. Acknowledgement of Country

3 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Professional Teaching Standards

4 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Introduction During this session, you will: understand the rationale for Focus on Reading 3-6 begin to think about changes to teachers and their teaching, students and their learning, the school and its culture define ‘reading Y3-Y6’ and examine the critical aspects of literacy that apply to reading in the 3-6 years of schooling be aware of six key strategies that students need to understand and use when comprehending texts.

5 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Focus on Reading 3-6 in schools Prerequisite for Phase 2 Leading FoR 3-6 in your school program Phase 1 - focus on comprehension Phase 1 - focus on comprehension Focus on Reading 3-6 Participant program school-paced workshops between-module tasks. Focus on Reading 3-6 Participant program school-paced workshops between-module tasks. Phase 2 (optional) - focus on vocabulary knowledge and fluent text reading Phase 2 (optional) - focus on vocabulary knowledge and fluent text reading Ongoing support in-school, within your region, NSW CLIC program support and resourcing. Ongoing support in-school, within your region, NSW CLIC program support and resourcing. Leading FoR 3-6 in your school program

6 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Phase 1 - Comprehension LearningTeachingTeaching and learning Understanding the nature of Stages 2 & 3 learners; the texts they read/need to read and expectations. Building deep understanding of how to explicitly teach six key comprehension strategies (predicting, visualising, questioning, summarising, making connections, monitoring) in balanced and integrated ways. Plotting and monitoring student progress against the comprehension learning sequence and taking into account analysis of student data.

7 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Prerequisite for Phase 2 Focus on Reading 3-6 Regional Leading Trainer program (initial and ongoing training) Phase 1 - focus on comprehension Phase 1 - focus on comprehension Focus on Reading 3-6 Trainer program incorporates Participant and Leading FoR3-6 in your school additional literacy research and professional learning. Focus on Reading 3-6 Trainer program incorporates Participant and Leading FoR3-6 in your school additional literacy research and professional learning Phase 2 - focus on vocabulary knowledge and fluent text reading Phase 2 - focus on vocabulary knowledge and fluent text reading Focus on Reading 3-6 in regions Ongoing support and professional learning from NSW CLIC within and across regions. Ongoing support and professional learning from NSW CLIC within and across regions.

8 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Focus on Reading 3-6 Participant program overview Module 1 Between -module tasks Module 2 Between -module tasks Module 3 Between - module tasks Module 4 Introduction Learning (2 hr workshop) Learning (2 hr workshop) Learning (2 hr workshop) Learning (2 hr workshop) Teaching (2 hr workshop) Teaching (2 hr workshop) Teaching (2 hr workshop) Teaching (2 hr workshop) Teaching and Learning (2 hr workshop) Teaching and Learning (2 hr workshop) Teaching and Learning (2 hr workshop) Teaching and Learning (2 hr workshop)

9 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Leading Focus on Reading 3-6 in your school program Module 1 1 x 2hr Module 1 1 x 2hr Between-module tasks Module 4 1 x 2hr Module 4 1 x 2hr Module 3 1 x 2hr Module 3 1 x 2hr Module 2 1 x 2hr Module 2 1 x 2hr Leadership FoR and of 3-6 literacy learning Leadership FoR and of 3-6 literacy learning Culture FoR 3-6 comprehension Culture FoR 3-6 comprehension Leading FoR 3-6 differentiation Leading FoR 3-6 differentiation Leading FoR 3-6 success Leading FoR 3-6 success

10 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre supports teachers to understand and deliberately teach reading strategies that will specifically enable students in years 3 to 6 to access the range of texts they are required to comprehend in the middle years. engages participants in opportunities to reflect on their current teaching philosophy and to refine their teaching practice through action learning provides participants with frameworks derived from research, to construct new understandings about how students should be learning and how teachers should be teaching in the 21 st century Focus on Reading 3-6 A professional learning program that:

11 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Phase 1Phase 2 Participant Program Suggested texts

12 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Moral purpose professional learning precisionpersonalisation making a difference in the lives of students committing to reducing the gap between high and low performers within your school or district contributing to reducing the gap in the larger environment transforming the working (or learning conditions) of others so that growth, commitment, engagement, and constant spawning of leadership in others are being fostered. Setting the scene ‘Breakthrough solutions’

13 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Reflect in the present (reflection-in-action) Reflect forward ( reflection-for- action) Reflect within Reflect back ( reflection-on-action ) setting the scene ‘reflective practice’

14 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Level 1: Tangible elements (the tip of the iceberg) Level 2: Values & beliefs (above waterline and partly visible below the waterline) Level 3: Underlying assumptions (under the water and out of sight) Setting the scene ‘School culture and structure’

15 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Teachers and their teaching Students and their learning School and its culture Learning Teaching Teaching & learning Learning Teaching Teaching & learning Learning Teaching Teaching & learning Change practice

16 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Connections to DEC initiatives and resources

17 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Formative and summative assessment

18 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Reading is a tool not a goal. Reading: A valuable tool

19 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Making connections Reading and viewing, talking and listening, writing and representing are integrated. The explicit teaching of reading usually occurs during a literacy/English block/session. Many students are beginning to move or have moved, beyond the ‘learning to’ phase of reading development.

20 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre In recent years adolescent literacy has been rated as the ‘hottest’ topic in literacy education. Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009) Adolescent literacy

21 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre By the time students reach high school, they are less likely to: read on their own be interested in reading be proficient in reading. These declines in motivation and achievement seem to have their origins in upper primary grades. Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009) Decline in motivation and achievement

22 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre What might be the reasons for this decline? Brainstorm Decline in motivation and achievement

23 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre What the research says about ‘the fourth grade slump’ Move from an emphasis on strategies for decoding and fluency to an emphasis on using reading for understanding new concepts and ideas. Students are expected to read and learn about unfamiliar topics (unfamiliar vocabulary, complex linguistic structures). Comprehension is more challenging. Implications for your teaching?

24 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre The critical aspects of literacy that apply to reading in Y3-Y6 Constrained skills: Phonemic awareness Phonics Concepts about print Unconstrained skills: Comprehension Vocabulary knowledge Reading texts

25 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Reading Y3-Y6 In pairs read one of the articles on pages 11 to 16. Identify key points for: Comprehension Vocabulary knowledge Reading texts. With these key points in mind, record your group definitions on page 17 of your workbook Readings

26 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre What do Y3-Y6 readers need? Recognise words on the page automatically and can decode unfamiliar words quickly. (Ehri & Snowling, 2004; Rasinski et al., 2005 cited in Wharton-McDonald, R. & Swiger, S ) Read text fluently. Have a repertoire of comprehension strategies and know when and how to combine them. Employ metacognition to monitor their reading processes. Know a lot of word meanings (vocabulary). Know a lot about the world. (Anderson & Freebody, 1981 cited in in Baumann)

27 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Focus on Reading 3-6 (FoR 3-6) This professional learning program will focus on: Reading texts Phase 2 Vocabulary knowledge Phase 2 Comprehension Phase 1 Definitions p. 17

28 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Readers need access to the words on the page – quickly and accurately. Students who lack fluency and automaticity read less and avoid difficult materials. This affects not only comprehension but also restricts one of the avenues of learning. ( Allington, 2006; Rasinski & Hoffman, 2003 cited in Wharton- McDonald & Swiger, 2009) Why include reading texts?

29 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Why include Vocabulary knowledge? In relation to the ‘fourth grade slump’ … students’ decline began not in overall comprehension, but with a slip in word meanings, evident in fourth grade. (Chall & Jacobs, 2003 cited in Wharton-McDonald & Swiger, 2009) Word knowledge is cumulative. (Stahl & Nagy, 2006 cited in Wharton-McDonald & Swiger, 2009)

30 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Why include Comprehension? Skilled readers: construct meaning using metacognitive strategies, for example: predicting, visualising, questioning, summarising, making connections, monitoring comprehension knowledgecomprehension knowledge (Pearson, 2009)

31 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre A final note on comprehension instruction Durkin 1979 found that in the minutes of reading instruction she observed, 10 minutes were devoted to teaching comprehension. (cited in Wharton-McDonald, R. & Swiger, S. 2009) Taylor & Pearson 2002 report that even in exemplary classrooms, very little comprehension instruction takes place. (cited in Wharton-McDonald, R. & Swiger, S. 2009)

32 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre The strategies pinwheel

33 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Between session task 1. Read at least two of the readings provided about comprehension 2.Record your thoughts in your workbook on page 24 and 25 as you read. 3. Complete the Teacher comprehension survey. 4. Bring your thoughts to the next session.

34 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Reflection Making a difference in the lives of students Committing to reducing the gap between high and low performers Contributing to reducing the gap in the larger environment Transforming the working conditions (or learning conditions) of others so that growth, commitment, engagement, and constant spawning of leadership in others are being fostered. What do these statements mean to you?

35 Phase 1 Module 1 Introduction NSW Curriculum and Learning Innovation Centre Baumann, J. F. (2009) ‘Vocabulary and reading comprehension: The nexus of meaning’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension,Routledge, New York, pp Fullan, M., Hill, P. & Crevola, C. (2006) Breakthrough, Change Forces, Education in Motion. Hoyt, L. (2009) Revisit, Reflect, Retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, NH. Paris, S. G. (2005) ‘Reinterpreting the development of reading skills’, Reading Research Quarterly, Vol. 40, No. 2, April/May/June, pp. 184–202. Pearson, P.D. (2009) ‘The roots of reading comprehension instruction’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension, Routledge, New York. Professional Teaching Standards, NSW Institute of Teachers, located on website viewed 16 September, Wharton-McDonald, R. & Swiger, S.(2009) ‘Developing higher order comprehension in the middle grades’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension. (2009) Routledge, New York, pp. 510–530. York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J.(2006). Reflective Practice to Improve Schools An Action Guide for Educators, Second Edition Thousand Oaks, CA: Corwin Press. Bibliography


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