1. Focussed teaching in reading Maldon PS Dec, 2009

2. The key to improvement in reading... is reading!! “Just adding more time and space for independent reading is not enough…… (it must be a) carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating and goal setting along with voluntary reading of books students choose.” (Regie Routman)

3. Gradual release of responsibility model

5. Look for ‘hidden’ clues in the text.

6. it helps us make predictions during reading.

7. People who can explain how the clues help them to make predictions.

8. AssessmentPlanningFocused TeachingMonitoring and Reflecting on Student Learning Professional Learning  assessment is teacher directed  whole school/faculty assessment schedule in place  some formal assessment of learning  standard assessment tasks used to meet reporting requirements  a brief description of activities for the day  teacher only ever plans alone  little use of resources (people and physical)  no whole school planning  planning not related to assessment  planning is mostly whole class approach  teaching from unit/term/yearly planner  awareness of some strategies for student learning but generally teaches to whole class  isolated learning experiences that do not build on prior knowledge  reflection is teacher focused  dialogue is predominantly teacher driven  tasks are teacher led  decoding with little understanding  member of a Professional Learning Team  completed professional learning plan  attends professional learning opportunities  Use of and documentation of different types of assessment  begins to explore new strategies, perhaps in underutilized area  students reflect on and monitor their progress to inform their future learning goals  regular assessment and monitoring of student learning  awareness and inclusion of alternate teaching approaches evident in planning  awareness of whole school/interfaculty planning  strategies for student learning regularly incorporated into practice  innovations used but not modified to suit students’ needs or learning styles  little opportunity for students to articulate their learning  students are engaged in literal comprehension tasks  undertakes professional reading  dialogues with colleagues, sharing opinions and classroom experiences  reports back on professional learning opportunities  assessment is ongoing and includes the process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning  some evidence of ‘for’, ‘of’’ and ‘as’ assessments  acknowledgment of the value of peer planning  prior knowledge is recognised  evidence of planning for some focused teaching  planning beginning to show evidence of sequential learning experiences  consideration given to whole school plan in classroom planning  regular use of a variety of resources  Individual Learning Plans (ILPs)documented based on teacher knowledge of students  a variety of learning opportunities are provided to cater for individual student needs  activities to promote deeper thinking are provided  some evidence that students are able to work effectively in cooperative groups  purposeful use of technology  learning experiences building on prior knowledge, student abilities and learning styles  using assessment tools to reflect on student learning  teachers and students reflect and seek feedback on the effectiveness of teaching and learning  discuss data and share strategies for student improvement  shows awareness of professional learning needs  evidence of professional learning in modified classroom practice  facilitates professional learning opportunities for colleagues From here…

9.  continuous monitoring and tracking of students to inform teaching o Running records are undertaken monthly with all students reading less than RR level 30 o Weekly running records for students at risk, analysed and used to determine teaching focus  diagnostic assessments are used for planning  summative assessments are used to measure progress  assessment is used to demonstrate learning  assessment includes student self and peer assessments  there is a triangulation of testing to ensure accurate assessment  standardised tests are used appropriately (the right test and the right time)  assessment evident in team and whole school planning documents  authentic assessment is linked to classroom practices  collegiate discussion of assessment strategies  targets are set and measured for individuals and groups of students Planning is based on student assessment, is clearly documented and includes  clearly stated foci for teaching at whole class, small group and individual level  opportunities for students to work with the whole class, in small groups and individually  teaching approaches selected according to student needs and include o modelled o shared o reading to o language experience o guided o interactive o reciprocal o individual conferencing o scaffolding  selection of texts matched to student needs  purposeful independent learning tasks that promote opportunities for students to practice skills taught  monitoring and assessment tools  opportunities for students to negotiate selection of texts and tasks and learning experiences  authentic learning opportunities where possible  catering for different learning styles e.g. Blooms, Thinking tools, Multiple Intelligent  varied technologies used to support student learning  parents may be involved in goal setting  planning indicates high expectations and optimal outcomes for individual learners  planning and curriculum development within the school are interconnected and well sequenced  assessment as, for and of learning drives planning  continual reflection and adaptation of planning and learning experiences is the norm  planning reflects community awareness and involvement  Individual Learning Improvement Plans are written based on data, implemented and reviewed for all students at risk  a predictable lesson structure is in place  materials are organised and available  routines are established and consistently followed  vertical planning (across year levels) occurs throughout the school via professional dialogue at PLTs and planning days  collaborative planning at individual, team and school level with consideration given to all layers of school planning  there is whole class, small group and individual instruction using a variety of teaching approaches selected according to student needs and include o modelled o shared o reading to o language experience o guided o interactive o reciprocal o individual conferencing o scaffolding  the teaching focus is explicitly stated to and by students  teacher talk and questioning provide a balance of support and challenge  there is small group instruction where students are grouped according to similar instructional needs  a depth of understanding of varied teaching approaches is evident  text selection for small group instruction is at an appropriate instructional level  spelling, grammar and handwriting are taught in context at the point of need  comprehension is explicitly taught during reading  groups are flexible and based on constant and systematic observation and assessment  students at risk have a minimum of three teacher focus groups each week which are specific to their individual needs  daily opportunities are provided for students to engage in purposeful reading for a sustained period of time  daily opportunities are provided for students to write independently on topics and text types of their own choice  daily opportunities are provided for students to read and respond to text  different writing aspects are taught including o planning o composing o recording o editing o publishing  independent tasks are purposeful and in context  a variety of text types are used  individual learning styles are catered for through a diverse range of learning opportunities including technologies  a responsiveness to student needs is evident by physical and verbal communication  feedback is sought and given (student to teacher, teacher to student and student to student, teacher to parent, parent to teacher)  students work independently and take responsibility for monitoring predictions and self correcting to maintain meaning  students engage in conversations to support understanding of texts  students are engaged in high level comprehension strategies including connecting, summarizing, analysing, inferring, synthesizing and critiquing before, during and after reading  students talk about strategies requiring them to articulate what they are doing appropriate to their level of maturity  all students are engaged and on task  students use a variety of thinking tools to process learning  high quality conversations – teacher to student, student to student, teacher to parent and teacher to teacher – are used to facilitate learning and reflect on teaching  action taken upon reflection  students take responsibility for independent learning e.g. task boards, contracts  seeks professional learning based personal reflection of individual needs  initiates robust conversations which enhance continuous learning of the Professional Learning Team  daily reflection on classroom practice with a capacity for recognising what’s worked, what hasn’t worked and what to do about it  a formal professional learning plan is in place based on identified personal and professional development needs and linked to school Strategic Plan and Annual Implementation Plan  profession reading and reflection is undertaken  engages with others in discussions of issues and research to improve practice  demonstrates change in classroom practice as a result of professional learning that is sustained over time  articulates what, why and how they are teaching and the outcomes expected  uses a literacy metalanguage in dialogue with colleagues  collaborates with others to foster collegial learning  can identify a focus for contextual learning through personal reflection or collaboration with colleagues, follows up with appropriate actions  gives and receives feedback resulting from classroom observations  participates in classroom observation o of learning, o for learning o as learning  analyses student data for the purpose of modifying practice to cater for individual student needs to here……how? Watch the video and record ideas for enhancing the teaching of reading at Maldon PS.

10. Assessment Standard assessment tasks used to meet reporting requirements. Continuous monitoring and tracking of students to inform teaching.

11. Planning Planning not related to assessment and is mostly whole class teaching. Opportunities for students to negotiate selection of texts, tasks and learning experiences.

12. Focussed teaching Small group instruction is based on student need, is flexible and informed by constant and systematic observation. Isolated learning experiences that do not build on prior knowledge.

13. Monitoring and reflecting on student learning Little opportunity for students to articulate their learning. Students talk about strategies, requiring them to articulate what they are doing as readers.

14. Professional learning Attends professional learning opportunities. Demonstrates change in classroom practice as a result of professional learning that is sustained over time.

15. Personal commitments for 2010 What are you going to do differently in your classroom next year when you think about the way you want to teach reading? How can you make this happen?