2 The Beginning of Our Journey … Our journey began after we had discussionsabout our NAPLAN results and Australianwide results that revealed studentsstruggling in the area of reading non-fictiontexts.
3 The Big 6 – Comprehension We have been working on the Big 6The culminating goal of reading is to comprehendStudents need to have an adequate understanding of the vocabulary in the textRelevant background knowledgeSemantic and syntactic structuresVerbal reasoningEngagement with text at a deep levelNeed to be explicitly taught
4 Stephen GrahamWe have been also using Stephen Graham’s work in comprehensionHand out comprehension stories
5 Literacy Secretariat Reading for enjoyment in the curriculum One of the three organising strands in the AustralianLiterature includes a broad range of texts such as novels,poetry, short stories, plays, fiction including picture books,multimodal texts such as films and a variety of non-fiction.The Literature strand emphasises an enjoyment in howaccess a broad range of literary texts and develop aninformed appreciation of literaturedevelop English skills for lifelong enjoyment andlearning.A balanced, integrated, systematic and explicit literacyprogram will be enhanced by an emphasis on encouragingreading for enjoyment that overarches all aspects ofliteracy. This includes speaking and listening, reading andviewing, writing and representing and multimodal skills.Reading for pleasure and understanding need to be avalued part of every curriculum area.
6 Limestone Coast Positional Paper The regions NAPLAN analysis indicated a pattern of inconsistent results:Year 3, 5 and 7 results have been consistently below national and state averagePoints for McDonald Park SchoolAll students are reading at their chronological ageChallenge schools to review the effectiveness of current intervention strategies
7 Regional Reading Track STUDENT READING TRACKERName:School:Teacher’s NameYear LevelC.AReading Recovery LevelsRec(4 terms)123456Students can be extended up to Level 10(6 terms)78910Students can be extended up to Level 14Year 1111213141516Students can be extended up to Level 20Year 217181920Students can be extended up to Level 26Year 321222324Students can be extended through a variety of textsYear 42526Year 52728Year 62930Year 7Year 8Year 9****Guidelines Once you get to the end of your band do not move students beyond recommended level, rather extend students with alternative age appropriate reading materials including a range of levelled texts;
8 Literacy CommitteeWith all this knowledge and the Regional Office encouraging us to challenge current practices we began discussing …Our reading trackLexiles and the Lexile SystemReadersNon-fictionIntervention and pedagogy around reading
9 Student Reading Tracker McDonald Park School STUDENT READING LEVEL AND READING AGE TRACK AND SPELLING DATA Student Name……………..……….………………. YearLevelTeacher’sNameLevels and Reading AgesSpelling(Westwood)Chron.AgeRawScoreRec4 Term12345Reading Age5 +6 Term6789106.5Yr 11112131415167.0Yr 2171819202a2b7.58.0Yr 321222324Lexile 300’s3a3b3c8.59.0Yr 42526Lexile 400’s4a4b4c9.510.0Yr 52728Lexile 500’s5a5b5c10.511.0Yr 62930Lexile 600’s6a6b6c11.512.0Yr 7Lexile 700’s7a7bLexile 800’sLexile 900’sLexile 1000’s +
10 Readers … We needed to upgrade our readers and add non-fiction texts. We needed to use the reading track to support studentsWe needed to discontinue the use of lexile levels to support students with readingTake home reader processAfter discussion, we decided how many reader boxes were needed per Reading Recovery Level and how many readers were to be in each boxWe looked at how many reader boxes we currently had per level and how many books were in each box. From this we knew how many reader were needed to top up the boxesLiteracy Committee were responsible for researching quality readers that focussed on non-fictionOrders were made from the following publishersPearson, Oxford, Nelson, Blake, Macmillan, Era Publications, Scholastic, Iverson Publishing,Lion crestWe focussed on ordering predominately non- fiction readers but after culling many of our older, damaged readers from the existing boxes also needed to order more fiction readers as wellAs orders arrived, we sorted them into levels from1 – 30 and stored them in boxes
11 Parent InvolvementStaff and parents were given a time line for the term as to when readers would not be availableOnce all the reader orders had arrived, we invited family members to a Busy Bee to assist us in beginning this process.We put our existing reader boxes around the Resource Centre grouped in their levels.Parents, grandparents and library staff sorted through reader boxes, calculated, and recorded how many fiction and non-fiction readers were currently in each box. Very old and damaged readers were removed in this process.New readers were added to complete the box. We checked that each box had a mix of old and new readers and a mix of publishersWe aimed for a mix of approximately 6 non- fiction and 9 fiction readers in each box
13 Busy Bees Once the boxes were filled, we began a “production line”. Parent helpers/library staff catalogued the contents of readers boxes into our Bookmark systemA new contents list was made for the side of each boxNew labels were made for individual readers to identify which box they belonged toReaders were covered, mainly by parents/grandparents in the school communityReaders were stamped with the school stamp and the boxes were given a final checkReady for borrowing!
14 A Cross Road in the Journey We had a whole school focus on non-fiction texts while the readers were unavailableWe made up home task cards that were sent home with non-fiction books, magazines etcOne class sent them home as special books with a magnifying glass to motivate studentsWe then made up home task cards for picture books using print knowledge concepts
15 An exciting route in the Journey We had spoken about making sure texts are appropriate for students reading ages and that weneeded to know how to do this ?? We found out that you can work out a texts readability.Using the Readability option in Tools (Microsoft Word), we were able to use a variety of non-fiction books and popular reading materials in reader boxes as well (e.g. Bindi, Space Scout, Zac Power, Billie B Brown and many more).How to set up:Click on ToolsClicks on OptionsClick on Spelling and GrammarTick the “Show readability statistics”Click OKScreen closesAfter typing approximately 300 words do a spell check. Once the spell check is complete, a Flesch-Kincaid readability score is shown at the bottom of the spell check (looks like this - Flesch-Kincaid Grade level: 2.6)We matched this score to the Flesch-Kincaid score sheet which gave the book a Reading Level.This enabled us to broaden the range and genre of reading materials in take home reader boxes.At the end of this process, there were still some reader boxes that were short of readers.We did a final check of how much fiction and non-fiction readers were need to complete these boxes and placed a final order.
16 FeedbackFeedback from students, parents and teachers has been very extremely positive. Students are very excited about the range and genre of books they are taking home. The new readers contain up to date information and are relevant and appealing to students of today. Students eagerly discuss reader titles, content and the reader level they are reading!Parents have commented on how much they too are enjoying the new readers at home.
17 New Routes on The Journey Our next step is to create Extension Boxes to cater for students who have reached the recommended RRL for their Year Level. We have begun with a Maths focus and have purchased books to suit reading ages (picture books with a Maths focus and Usborne “1001 things to spot” and “Puzzle” books for example). We aim to add books from a wide range of genres (poetry, science, recipes, magazines, local tourist information, jokes, comics and so on).We will also select books from catalogues that are aimed at reading ages rather than RRL.The extension books are stored in boxes from Elizabeth Richards and are borrowed out to the class teacher.