6th International Conference on Indigenous Education: Pacific Rim Cairns, 2010

2. 6th International Conference onIndigenous Education: Pacific RimCairns, 2010 Reading to Learn in Western New South Wales: sustaining improvements to Aboriginal students’ literacy outcomes through quality teaching Cheryll Koop National Partnerships Literacy Programs Facilitator Western NSW Region Australia

4. Chile 2010

6. Images by Melissa Kirby Reading to Learn Conference in Dubbo, May 2009

8. Principles of Reading to Learn • teacher quality impacts most on student outcomes • scaffolded approach in whole class explicit teaching • top down rather than skills in isolation • always use Stage & age appropriate, quality texts • high expectations of teachers and students • teaches literacy skills in context • inclusive and democratic classroom interactions • evidence based

9. Closing the gap by scaffolding the whole class

10. supported practice 3rd cycle 2nd cycle 1st cycle Independent competence ZPD independent skills development Skills development with Reading to Learn cycles skills time

11. Preparing before Reading Curriculum, Text Selection, Planning & Evaluation Detailed Reading Sentence Making Sentence Writing Spelling Individual Rewriting Joint Rewriting Independent Writing Joint Construction

12. Sample of Stages & phases of text

13. Case study – Lightning Ridge Central School: Before Reading to Learn • teachers programming in isolation • spelling, grammar, reading and writing taught in isolation • low engagement of students • behaviour issues in classrooms • truancy • high absenteeism • low Literacy levels – poor results

14. Solution • Kindergarten to Year 6 approach • Reading to Learn lessons in literacy sessions every day (Monday to Thursday) for 90 minutes per day • assessments and extension activities on Fridays • integrated literacy teaching focus to support all students to access all areas of the curriculum: spelling, grammar, reading, writing and handwriting • teach both literary and factual texts • always use high quality texts at the appropriate year level

15. Whole school planning • commitment from federal and regional funding • principal leadership • executive team leadership • all teachers are required to implement Reading to Learn methodology • teachers plan, program and assess collaboratively • training model = systematic, consistent and ongoing

16. Reading to Learn Coordinator • highly supported across whole school both by school coordinator and regional trainers • weekly teacher meetings • choose quality texts together • programming and assessment • model lessons and observe teachers • give feedback • choice of quality texts • compile lesson plans and resources • collect student data and work samples

17. Parents & community • build parent and community capacity • training workshops • participation in Reading to Learn classes Parents now • work more successfully with their own children both in the classroom and supporting with homework • enjoy the whole school approach • feel valued as school community members • support the work of teaching staff • become true partners in education

18. Support Teacher, Parent & Tutor training

19. Culture of home & community Learner identity academic success Inclusive pedagogy Inclusive curriculum Family language practices Cultural & homeissues Culture of schooling Teaching reading in all grades Connecting with family, community Belonging in school Community identity Bring together home & school

20. Reading to LearnCalare Public School

21. Outcomes since 2005 • high engagement of students, less truancy and improved attendance • democratic classroom environment • significant improvement in reading and writing • considerable growth achieved in National testing • teamwork and collaborative planning • teachers feel professionally challenged and acknowledge that they are now delivering best teaching practice. Enjoy the professional dialogue. • teachers now have the skills to choose texts more critically

22. Coonamble High School • first teachers trained in 2006 • commitment to ongoing training and support; whole school implementation • Quality Teaching Mentor = demonstration lessons; support with Reading to Learn lesson preparation; observation of training teacher and feedback sessions; attend regional Reading to Learn training • teacher critical reflection about quality pedagogy Improvements in NAPLAN 2010 Year 9 • average growth in reading (42.8) = higher than both state average growth (37.69) and regional average growth (35.9). • average growth in reading for boys (54.0) = significantly higher than both state average growth (34.59) and regional average growth (33.0) • average growth in writing (59.1) = significantly higher than both state average growth (29.29) and regional average growth (22.8) • average growth in writing for boys (73.3) = greater than double the state average growth (29.29) and regional average growth for boys (22.8) • Average growth in writing for Aboriginal students (82.5) is almost 7 times state average growth (12.62) and regional average growth (13.5)

23. Year 8 Aboriginal student Before and after Reading to Learn

25. Reading to Learn and 8ways 8 Ways of Learning Tyson Yunkaporta, 2009

26. References & contacts www.readingtolearn.com.au d.rose@edfac.usyd.edu.au cheryll.koop@det.nsw.edu.au tyson.yunkaporta@det.nsw.edu.au http://8ways.wikispaces.com/