1. Introduction 1 Module 1

2. Acknowledgement of Country 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. 2

3. 3 Module 1 Professional Teaching Standards

4. Module 1 Session 1 During this session you will: understand the rationale for Focus on Reading 3-6 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. 4

5. Module 1 Course overview 5

6. Module 1 Phase 1: Semester 2 2009 Module 1 Module 1 Module 2 Module 3 Module 4 4X1.5 hr sessions 3x2 hr sessions Between session mini tasks within and between modules 6

7. Reading is a tool not a goal. 7 Module 1 Reading: A valuabl e tool

8. Module 1 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. 8

9. In 2007, adolescent literacy was rated as the ‘hottest’ topic in literacy education by literacy leaders at the International Reading Association. Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009) 9 Module 1 Adolescent literacy

10. 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) 10 Module 1 Decline in motivation and achievement

11. What might be the reasons for this decline? Brainstorm 11 Module 1 Decline in motivation and achievement

12. Module 1 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. 12 Implications for your teaching?

13. Module 1 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 13

14. Module 1 Reading Y3-Y6 In pairs or threes. Summarise brief readings: Comprehension Vocabulary knowledge Reading texts. Define ‘reading Y3-Y6’. Create a visual representation of reading Y3-Y6. 14 Readings

15. Module 1 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. 2009) 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) 15

16. Module 1 Focus on Reading 3-6 (FOR 3-6) This professional learning program will focus on: Reading texts Vocabulary knowledge Comprehension 16 Definitions

17. Module 1 Why include Reading texts? 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) 17

18. Module 1 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) 18

19. Module 1 Why include Comprehension? Skilled readers: construct meaning using metacognitive strategies, for example: predicting, visualising, questioning, summarising, making connections, monitoring 19 comprehension knowledgecomprehension knowledge (Pearson, 2009)

20. Module 1 A final note on comprehension instruction Durkin 1979 found that in the 4 469 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) 20

21. Module 1 The strategies pinwheel 21

22. Module 1 Between session mini task Read at least two of the readings about Comprehension posted on the wiki. Record your thoughts in your workbook as you read. Bring your thoughts to the next session. 22

23. Module 1 Reflection Turn to a partner – Say something – a thought, an opinion... anything... consider: What resonated with you? What are the implications for: assessing planning teaching (instruction)? Has anything complemented/contrasted with what you have previously learned? 23

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25. Bibliography 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 323-346. 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 located on NSW Institute of Teachers’ website viewed 16 September, 2009. http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching %20Standards.pdf http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching %20Standards.pdf 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. 25