3Overview NAR DIAf Improvement Cycle Standards and NAPLaN Big Six & Comprehension StrategiesMorning TeaGradual Release of Responsibility / TfELLunchProfessional Learning Communities
4How 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?
8What are the Targets set against the Standards for this school? NAR reading standardsWhat 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 classroomsImprovement 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 - 7Whole of school diagnostic assessment planUse of quality pedagogical framework eg TeflFocussed discussions using data and evidence within PLC’s & performance meetingsPD to build knowledge and skills of teachersIntervention & 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
9NAR 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 studentsHow Yr 7 to 8 Transition informs Year 8 Maths, Science and English curriculum design & assessmentShort term learning goals set for each student to achieve and improveImprovement 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
10Maths, English, PLP, Research Project Standards:“C” grade or better in:Maths, English, PLP, Research ProjectSACE Completion, School Based Apprenticeships, TERSelf 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 ?
11What are the targets set against the standards? Reading LevelsNAPLaN bandsWhat are the targets set against the standards?TER, successful pathwaysSACE – C grade +
12Standards Running Records NAPLAN Reading YEAR Reception Yr 1 Yr 2 Level10 or above20 or above26 or aboveNAPLAN ReadingRefer to NAR Improvement PlanYEARYr 3Yr 5Yr 7Yr 9Proficiency Band4 or above6 or above7 or above8 or above
13Standards 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?
14Standards Organisational Conditions What does this mean for teacher practice?What does this mean for leadership practice?What does this mean for site practice?
15Alignment Doesn’t mean do everything at once Could mean focus on one skill to start with e.g.InferencingWhat does this look like at each year level?- Check Australian Curriculum / SACSA / SACEWhat does it look like in all learning areas?How might we teach it?Check TfELGradual Release of Responsibility / Apprenticeship ModelRefer to Comprehension ResourcesThe skill is not content free – what knowledge, what skills, what strategies? Comprehending Math exampleRefer to toolboard and mentions thinking skills toolbox15
16DRAFT STATEMENTThe key leverage points for sites that have been successful in achieving significant improvement in their reading and comprehension outcomes for studentsShared and agreed purpose that drives a commitment to improved literacy achievement with high expectations for all studentsCollective ownership of a whole school literacy plan aligned with the NAR Improvement CycleAgreements for what is taught, how it is taught and when it is taught that brings coherence and consistency to the school’s reading programsShared understanding of how students learn to read and the processes & strategies students require to successfully comprehend textsConsistent and responsive pedagogical practices that teach students how to read and comprehend textsFormative 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.
28The Power of Modelling Why? Humans mimic or imitate Mirror neurons Students need examples of the type of thinking requiredFacilitates the use of academic language28
29Why Do We Model?TRANSPARENCYStudents are invited into the mind of someone who can already solve the problem or use the skill/strategy.29
30Modelling 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. 19.3030
32Display the series of visual representations of GRR - 1 32
33Display the series of visual representations of GRR - 2 33
34Scaffolding: Gradual Release of Responsibility Concept Knowledge, Skills & StrategiesStudentMasteryFormative AssessmentModelling &Think AloudsApplication of new skills and strategiesPromptsGuided Practice withCorrective FeedbackIndependent PracticeTeacherStudentDisplay the series of visual representations of GRR - 3Explicit & SystematicInitial InstructionStudent Practice withTeacher GuidanceReading CentresStudent Attentivenessand ParticipationTeacher Responsibility
35Display the series of visual representations of GRR - 4 35
36Different name – similar model as an example 1 36
41In some classrooms … Focus Lesson “I do it” “You do it alone” TEACHER RESPONSIBILITYFocus 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?IndependentSTUDENT RESPONSIBILITY41
42And in some classrooms … TEACHER RESPONSIBILITYFocus 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?IndependentSTUDENT RESPONSIBILITY42
43STUDENT RESPONSIBILITY What works…TEACHER RESPONSIBILITYI do itFocus LessonWe do itGuidedYou do it togetherCollaborativeYou do it aloneIndependentSTUDENT RESPONSIBILITY43
44STUDENT RESPONSIBILITY What also works…TEACHER RESPONSIBILITYI do itFocus LessonWe do itGuidedYou do it togetherCollaborativeThe 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 aloneIndependentSTUDENT RESPONSIBILITY44
45STUDENT RESPONSIBILITY What also works…TEACHER RESPONSIBILITYI do itFocus LessonGuidedWe do itThe point being that some students will need more or less time at each level.You do it togetherCollaborativeYou do it aloneIndependentSTUDENT RESPONSIBILITY45
52Independent 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
73Activities not enjoyed PerceptionStrategies usedActivities enjoyedActivities not enjoyedAt Spelling I amReally good – I can spell lots of words = 3Pretty good for my age = 8Average = 7I have a bit of trouble with spelling = 2I really struggle with spelling = 1Sound 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 mindLSCWCStep wordThink of other words like itDo activities with the words and remember itFind 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 orderAntonymsChain wordsColour wordsEyes closed wordsIllustrationsLearning my list wordsMaking an ad with themSentencesSpelling chainsSport spellingSynonymsWord snakesWrite words on white boardWriting storiesDictionary meanings (11)Synonyms (4)All of them (4)Antonyms (3)Chain words (3)Cross words (2)None (2)Sentences (2)Shape words (2)Speed typingStep words (2)Acrostic poemsTV adsWord cricket
804 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?
81Aligning What and How our SA reference points What does the expected learning look like at this level?EY outcomesAC Achievement StandardsSACE performance standards3Design the learning plan ..Design & sequenceTfEL 1.6Referenced against domains 2-46What are they expected to learn & why is it important?EY Learning FrameworkAustralian CurriculumSACE1What do I want them to learn?How will I know ifthey got it?So what will we doto get there?How will we assess the learning? How will they demonstrate their learning? Assessment in authentic contexts TfEL 4.34How will I engage, challenge and support their learning?TfEL D 2, 3 & 45What do they bring?Prior skills, knowledge and understandings? TfEL 4.1 & 4.22TfEL Team, 2012
83Comprehending 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 knowledgelistening for information and to carry out tasks and participate in discussionsusing strategies for comprehending spoken, written, visual and multimodal texts, including retrieving literal information and making inferences.
84What ? 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 inferencesBy 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 textsBy 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 themesBy 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 viewBy 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
86How?Throughout the modules we will be modelling the connections to the TfEL and the purposes behind the activities.86
873. 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
95We 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.
96Running Records Topics TBA Pre R 1 2 3 4 5 6 7 8 9 10 11 12 Genre in Secondary SchoolsDesigned 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 MappingDesigned 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 separatelyMiddle Years Literacy ProjectFocus on Aboriginal LearnersExposition: Literacy requirements & assessmentTactical Teaching:How to help students use reading processes, How to make reading strategies visible, How to build text from knowledgeFacilitator Support ModulesIntroduction 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 ProcessesRunning RecordsFocussing on Literacy Improvement (Deslea Konza)The Big Six / Waves of InterventionUni-SA modulesTopics TBATalking LiteraciesEmergent Literacy, Phonological Awareness, Vocabulary, Making MeaningPreR123456789101112