Focussed teaching in reading
Maldon PS
Dec, 2009
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)
Gradual release of responsibility model
Look for ‘hidden’
clues in the text.
it helps us make
predictions during
reading.
People who can explain
how the clues help them
to make predictions.
From here…
Assessment
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Planning
assessment is teacher
directed
whole school/faculty
assessment schedule in
place
some formal assessment of
learning
standard assessment tasks
used to meet reporting
requirements
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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
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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
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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
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awareness and inclusion of alternate
teaching approaches evident in
planning
awareness of whole
school/interfaculty planning
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Focused Teaching
Monitoring and Reflecting on
Student Learning
awareness of some strategies
for student learning but
generally teaches to whole
class
isolated learning experiences
that do not build on prior
knowledge
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strategies for student learning
regularly incorporated into
practice
innovations used but not
modified to suit students’ needs
or learning styles
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Professional Learning
reflection is teacher
focused
dialogue is predominantly
teacher driven
tasks are teacher led
decoding with little
understanding
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little opportunity for
students to articulate their
learning
students are engaged in
literal comprehension
tasks
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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
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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
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using assessment tools to
reflect on student learning
teachers and students
reflect and seek feedback
on the effectiveness of
teaching and learning
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member of a
Professional Learning
Team
completed professional
learning plan
attends professional
learning opportunities
undertakes professional
reading
dialogues with
colleagues, sharing
opinions and classroom
experiences
reports back on
professional learning
opportunities
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
to here……how?
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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
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clearly stated foci for teaching at whole class, small group and individual level
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opportunities for students to work with the whole class, in small groups and individually
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teaching approaches selected according to student needs and include
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modelled
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shared
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reading to
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language experience
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guided
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interactive
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reciprocal
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individual conferencing
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scaffolding
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selection of texts matched to student needs
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purposeful independent learning tasks that promote opportunities for students to practice skills
taught
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monitoring and assessment tools
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opportunities for students to negotiate selection of texts and tasks and learning experiences
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authentic learning opportunities where possible
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catering for different learning styles e.g. Blooms, Thinking tools, Multiple Intelligent
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varied technologies used to support student learning
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parents may be involved in goal setting
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planning indicates high expectations and optimal outcomes for individual learners
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planning and curriculum development within the school are interconnected and well sequenced
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assessment as, for and of learning drives planning
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continual reflection and adaptation of planning and learning experiences is the norm
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planning reflects community awareness and involvement
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Individual Learning Improvement Plans are written based on data, implemented and reviewed for
all students at risk
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a predictable lesson structure is in place
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materials are organised and available
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routines are established and consistently followed
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vertical planning (across year levels) occurs throughout the school via professional dialogue at
PLTs and planning days
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collaborative planning at individual, team and school level with consideration given to all layers of
school planning
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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
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planning
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composing
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recording
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editing
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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)
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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
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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
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of learning,
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for learning
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as learning
analyses student data for the purpose of modifying practice to
cater for individual student needs
Watch the video and record ideas for enhancing the
teaching of reading at Maldon PS.
Assessment
Standard assessment tasks
used to meet reporting
requirements.
Continuous monitoring
and tracking of students to
inform teaching.
Planning
Planning not related to
assessment and is mostly
whole class teaching.
Opportunities for students
to negotiate selection of
texts, tasks and learning
experiences.
Focussed teaching
Isolated learning
experiences that do not
build on prior knowledge.
Small group instruction is
based on student need, is
flexible and informed by
constant and systematic
observation.
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.
Professional learning
Attends professional
learning opportunities.
Demonstrates change in
classroom practice as a
result of professional
learning that is sustained
over time.
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?