Focussed teaching in reading Maldon PS Dec, 2009.

Focussed teaching in reading

Maldon PSDec, 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.

Assessment Planning Focused Teaching Monitoring 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…

continuous monitoring and tracking of students to inform teachingo Running records are undertaken monthly with all

students reading less than RR level 30o 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 includesclearly stated foci for teaching at whole class, small group and individual levelopportunities for students to work with the whole class, in small groups and individuallyteaching approaches selected according to student needs and include

o modelledo sharedo reading too language experienceo guidedo interactiveo reciprocalo individual conferencingo scaffolding

selection of texts matched to student needspurposeful independent learning tasks that promote opportunities for students to practice skills taughtmonitoring and assessment toolsopportunities for students to negotiate selection of texts and tasks and learning experiencesauthentic learning opportunities where possiblecatering for different learning styles e.g. Blooms, Thinking tools, Multiple Intelligentvaried technologies used to support student learningparents may be involved in goal settingplanning indicates high expectations and optimal outcomes for individual learnersplanning and curriculum development within the school are interconnected and well sequencedassessment as, for and of learning drives planningcontinual reflection and adaptation of planning and learning experiences is the normplanning reflects community awareness and involvementIndividual Learning Improvement Plans are written based on data, implemented and reviewed for all students at riska predictable lesson structure is in placematerials are organised and availableroutines are established and consistently followed vertical planning (across year levels) occurs throughout the school via professional dialogue at PLTs and planning dayscollaborative 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 modelledo sharedo reading too language experienceo guidedo interactiveo reciprocalo individual conferencingo 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 planningo composingo recordingo 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 learningo 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.

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

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.

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?