1. Learning AiZ Secondary School Learning Leaders Session 6

2. Learning Reviewing the data Reflection on practices, skills and strategies needed by students. Sandra Pizaro Agenda

3. Learning Remember the areas of concern explored in the first session. Top of the list was:- Making inferences infer Working out meaning of words and phrases Context clues Making links between directly stated ideas in a text Making connections Year 7 Reading Year 7 Mag Year 9 Reading Year 9 Mag Year 7 ReadingYear 7 MagYear 9 ReadingYear 9 Mag Sandra Pizaro

4. Learning Question 22 NAPLAN 2008 Year 7 Make inferences about a characters qualities Question 24 NAPLAN 2008 Year 7 Make links between directly stated ideas in a text Question 26 NAPLAN 2008 Year 7 Work out the meaning of words in context Question 11 NAPLAN 2008 Year 9 Questions 34, 42, 46 NAPLAN 2008 Year 9 Work out the meaning of words in context Question 38 NAPLAN 2008 Year 9 Make links between directly stated ideas in a text Why were these questions so difficult? What teaching strategies could be engaged to develop individual skills?

5. Learning Make links between directly stated ideas in a text.

6. Learning Infer messages in a text.

7. Learning Work out the meaning of phrases (words) in context.

8. Learning Refer to literature on Reading Comprehension Continuum Professional reading Articles What ideas have you found? LIST How can this information be carried forward?

9. Learning How will the data be used? How will you support the staff to develop an understanding of the use of data? Sandra Pizaro How was the data used? How did you support the staff to develop an understanding of the use of data? What did you find were the areas of concern? What plans will you put in place to share the data?

10. Learning What anecdotal evidence has been collected? Conversations Observations What written evidence has been collected? Annotated Identify the strengths Identify the needs Identify next teaching point Accountability Who is putting the evidence together? VELS / Progression Points / Continuum / Writing Moderation Kit Making plans for teaching Sandra Pizaro Reviewing and discussing your data With whom, what and why?

11. Learning

12. For success the research says… Research indicates that we build comprehension through: Explicit teaching of comprehension strategies Environments that support understanding of text Comments Sandra Pizaro

13. Learning Routines / Process What does this mean? How does having a routine support learning? Discuss Individual Strategies What strategies are in place and what strategies will come next? Discuss Engage, Explore, Explain, Extend, Evaluate = e5 Sandra Pizaro

14. Learning Getting Knowledge Ready Vocabulary Paraphrasing Summarising Reading aloud / Visualising Questioning / questions Reviewing / reflection Sandra Pizaro

15. Learning What have you found? Professional Reading Review and discuss resources Sandra Pizaro

16. Learning Building Vocabulary Reflection on:- Word splash Word lists How is word knowledge extended at your school? Applying word knowledge in reading and writing? Sandra Pizaro

17. Learning How has visualising been explored in your school? What resources? Visualising has 3 levels:- Context Level Sentence Level Word Level (vocabulary) Sandra Pizaro

18. Learning What are the benefits of questioning? Teacher and student What teaching strategies are used to engage? Importance of wait time Listen to the student (dont repeat the answer) Levels of questioning Blooms Taxonomy of questions Sandra Pizaro

19. Learning Finding the key words Note taking Retelling Building summarising skills delete, substitute, keep Hint: - Use of known texts to develop summarising skills Sandra Pizaro

20. Learning The Student Cognitive, Emotional, Perceptual, Social experiences Teaching strategies and skills that support learning Listening, speaking, reading and writing The Text (reading / writing / speaking / listening) Building independence Readability and interest (reading at an appropriate level) Questions… Before reading / writing /speaking / listening – predictions, prior knowledge, determining purpose During reading / writing / speaking / listening– restating for understanding, making connections, asking questions After reading /writing / speaking / listening – summarising, making connections, responding The Purpose / The Focus Information Features – common text structures Sandra Pizaro

21. Learning Have you grouped students as a teaching model? Have you changed your teaching practice in any way? What way? Have you used other evidence to make decisions about your students or teaching? Share actions at your tables Sandra Pizaro

22. Learning Articles to read – which articles have you read? What ideas for teaching have you spoken about or implemented? What opportunities to share and discuss have you taken with colleagues? Sandra Pizaro

23. Learning List your professional reading to share at next session. Why were these chosen? What did you learn from them? Discuss the data you passed on to your colleagues What strategies or skills did you discuss? Did you trial a different teaching practice?

24. Learning What explicit teaching took place How was vocabulary developed How was meaning constructed How was Getting Knowledge Ready / Predicting and confirming Sandra Pizaro