Review of Modules 1, 2 & 3

1. Review of Modules 1, 2 & 3 William Bayldon PS SDD Term 1 2010

2. ‘the fourth grade slump’ Students shift from ‘learning to read’ to ‘reading to learn’. 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).

3. Module 1 Remember:We can’t teach comprehension, we can only teach for comprehension. Teaching comprehension research reports: In 1979,Durkin found that in the 4,469 minutes of reading instruction she observed, 10 minutes were devoted to actually 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)

4. Module 1 Reading is a tool not a goal. Comprehending what is being read is the goal. What is comprehension? Comprehension involves responding to, interpreting, analysing and evaluating texts

5. Module 1What 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)

6. There is a reciprocal relationship between FLUENCY and COMPREHENSION with each fostering the other. Fluent reading allows the reader to attend to the meaning of text rather than the mechanics of reading. When readers read with fluency, their oral interpretation of the text through parody – rhythm, intonation, stress, meter, patterns of sounds – could be seen as evidence that they are constructing meaning while they read.

7. This involves making sense of communication codes such as print on a page,illustrations and moving images or gestures. This involves comprehending and composing texts. code breaking making meaning This involves understanding the purposes of texts and using texts for different social and cultural functions. text using This involves ways in which texts are used to position readers, viewers and listeners. text analysing FOUR RESOURCES MODEL ALLAN LUKE AND PETER FREEBODY (2003)

8. Module 1The ‘Super Six’ metacognitive comprehension strategiesExplicitly teach strategies by modelling through “think aloud”

9. Module 1The role of conversations in comprehension Comprehension improves when we engage students in rich discussions that allow students to integrate knowledge, experience, strategies and textual insights. (Pearson, 2008)

10. Module 2Start small; think big. Conversations and genuine dialogue place responsibility directly in the hands of the learner. (Hoyt, 2009) Students respond to texts by having ... a literate conversation with a ‘thinking partner’. (Hoyt, 2009) Knee to knee – making a start

11. Module 2How does the nature of reading change in Stages 2 and 3? The nature of the reading becomes both broader and deeper. Texts will be increasingly multimodal and multi-purpose. KLAs all require reading skills that are pre-supposed.

12. The nature of reading changes in Stages 2 and 3 (cont’d) Students may lose any gains that they have made in the early years if the explicit teaching of reading does not continue. Texts will be more or less demanding, depending on the task and the support available. Reading is one of the main ways students expand their vocabulary.

13. Module 1Reading across the KLAs Students will be expected to read texts in each key learning area or subject area. Each KLA syllabus has expectations or assumptions about what students need to read and how they will be using texts.

14. Module 2 Reading for different purposes The same text can be read for different purposes. The same text can be dealt with in different ways. Students need to understand this concept and be able to choose strategies appropriate to the task.

15. New Learning Environments Curriculum Framework, including pedagogical cycle Zammit (2009)

16. Module 2Reading a text will be influenced by: the purpose for reading (What do I have to do with this?) the strategies the student has available to use(How will I read it?) the skills the student already has (What is automatic to them already)? the text itself.

17. Focus for this session Module 1A process for explicit and systematic literacy teaching

18. Assessment for Learning • builds a cumulative profile of student achievement • usually takes place during day-to-day classroom activities • involves informal interaction and systematic observation • (English K-6 NSW Syllabus) • the process of identifying, gathering and interpreting information about students’ learning • (ARC) • assists teachers to decide where the learners are in their learning, where they need to go and how best to get there. • (Assessment Reform Group, UK 2002)

19. Assessment ofLearning • making judgements about student achievement at certain relevant points in the learning program • used to make summative judgements • (English K-6 NSW Syllabus) • the process of communication information about student achievement and progress gained from the assessment process • uses the information gathered from ‘assessment for learning’ to summarise student achievement • (ARC)

20. Clarifying Terms Comprehension strategies are the SUPER SIX metacognitive strategies used to accomplish the goal of Comprehension. Teaching ideas are the activities that teachers use with students to help them learn how to use a comprehension strategy. For example, Sketch to stretch, VIP, Coding strategy, Say Something Teaching strategies, modelled, guided and independent teaching, are used to support all students to achieve the learning goals. Teaching routines/practices are ways to contextualise and integrate comprehension strategies. For example, Reciprocal teaching, Literature circles.

21. William Bayldon PS • LITERACY FOCUS AREAS 2008 • Locating information in a wide range of text • Skim and scan text for information • Find information in factual text • Sequence information • Connecting ideas in a wide range of text • Making inferences • Main ideas • Nature of a character • Word meaning

22. Developing a Class Learning Plan • Examine the work samples you have collected to establish where the students fall on the Comprehension learning sequence. • Record student names on the Class Learning Plan. • In theNotespart of the Class learning plan document any special provisions that might need to be made for those students most in need • that will support the development of their Individualised Learning Plan.Develop a Plan for Teaching similar goal/s –different teaching • Stage 2 • Stage 3 • Plan for teaching

23. Module 1Explicit instruction and guided support of comprehension strategies This involves fully teacher supported whole-group instruction. Explicitly teach the new comprehension strategy/strategies you have identified and provide guided support on a previously learned strategy. Step 1: Select a text Step 2: Explain the strategy Step 3: Model the strategy Step 4: Guided support Step 5: Independent practice Step 6: Reflect

24. Explicit strategy instruction lesson example

25. Module 2 Usingteaching ideas to support guided practise

26. Module 2Create walls that teach • Based on the comprehension strategies that might be used or explicitly taught: • select a teaching idea from those suggested • design prompt cards and/or wall charts that could be used to support students during guided teaching.

27. Module 3Differentiated instruction Differentiated instruction involves the teacher accommodating the diversity of students’ needs within the classroom. We have students of differing capabilities in our classrooms and they need different kinds and amounts of comprehension instruction. Teachers create multiple pathways to learning to help students perform to their maximum potentials. One size doesn’t fit all. All students working on the same concept, but some aspect of instruction is different for one or more students.

28. Module 3 What might this look like? To meet the diverse literacy learning needs of students,(specifically Aboriginal and Torres Strait Islander students) effective literacy teachers: establish what students know and can do provide opportunities for students to demonstrate their literacy learning in different ways plan for and differentiate literacy instruction to meet students’ different learning needs. 4. group students responsively to accommodate the diverse range of literacy needs in the classroom An introduction to quality literacy teaching p 32

29. 5. draw on the rich and varied experiences and understandings that each student brings to the classroom • 6. make connections between students’ experiences and the learning of new literacy knowledge. • 7. provide challenge for all students • 8. ensure that students are engaged, motivated and encouraged to meet learning challenges • 9. provide appropriate and timely support and feedback to students. • An introduction to quality literacy teaching p 32 Module 3 What might this look like? (cont)

30. Module 3Grouping students Flexible grouping refers to the use of a variety of student groupings to suit the purpose of the teaching and learning. Fluid grouping refers to the composition of the different flexible groups. That is, students will not always be in the same group. Flexible grouping is at the heart of differentiated instruction. Heacox, Diane(2001) Differentiating instruction in the regular classroom

31. Module 3Flexible grouping – a teaching tool When I think of flexible grouping, I picture working with sand castles that the tide will wash away. I think of ability-grouping as working with concrete to build permanent foundations meant to withstand change. Opitz, Michael (2005) Empowering the reader in every child: The case for flexible grouping when teaching reading

32. SCAFFOLDING LEARNING Hammond & Gibbons define scaffolding as the temporary support that teachers provide to assist learners to develop new understandings, new concepts and new abilities. WAYS to SCAFFOLD Planning Teaching

33. Summary • Effective teaching for comprehension includes: • Modelled, guided and independent teaching • Differentiated instruction • Scaffolding • Flexible and fluid grouping • Releasing control

34. Planning for explicit instruction • Think about the students in your class: • consider the last comprehension strategy that you explicitly taught your class • think about your students’ level of understanding and use of this strategy. • Based on your students, plan for modelled, guided and independent teaching of the strategy in relation to: • differentiated instruction and scaffolding for students • flexible and fluid grouping • gradually releasing control to students

35. Planning for explicit instruction of comprehension strategies Step 1: Grouping for modelled, guided and independent teaching

36. Planning for explicit instructionStep 2: Modelled, guided and independent teaching lesson formatNB: This involves a strategy and teaching idea that have already been modelled for the whole class.

37. Module 3 Planning for explicit instruction- Day 1 of teaching When planning for modelled, guided, and independent teaching consider: * the teaching * the grouping of students to support learning * the type of scaffolding to support learning. * NFT= no further teaching

38. Grouping considerations