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Reading Program Overview

The 56s reading program aims to develop confident, self-regulated readers, who are able to apply a repertoire of reading skills flexibly and appropriately to understand text (oral, written or visual) in each situation they encounter. Outcomes: RS3. Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. Students will be required to manipulate information presented in texts they have read and synthesise, summarise and explain facts to reach a conclusion or interpretation.

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40 views

Reading Program Overview

The 56s reading program aims to develop confident, self-regulated readers, who are able to apply a repertoire of reading skills flexibly and appropriately to understand text (oral, written or visual) in each situation they encounter. Outcomes: RS3. Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. Students will be required to manipulate information presented in texts they have read and synthesise, summarise and explain facts to reach a conclusion or interpretation.

Uploaded by

api-204772730
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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School Focuses: Literacy, Numeracy, Student Engagement and Attainment, Staff Management and Leadership

56S Reading Program Term 1, 2013


Aim of the program:
The aim of the reading program is to develop confident, self-regulated readers, who are able to apply a repertoire of reading skills flexibly and appropriately to understand text (oral, written or visual) in each situation they encounter.

Outcomes:
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read. RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers and viewers understanding of texts.

Quality Teaching Focus: Intellectual Quality Higher Order Thinking


Students will be required to manipulate information presented in texts they have read and synthesise, summarise and explain facts to reach a conclusion or interpretation.

Quality Learning Environment Engagement


Students will demonstrate sustained interest and individual focus on work, evidenced by contributing to group tasks and asking questions.

Formative Assessment
Opportunities for formative assessment and strategies are recorded throughout the program

Organisation of the program: Scaffolded Silent Reading (ScSR) Monday Wednesday 9.00 9.15am; Wednesday and Friday 1.45 2.05pm Reading Tuesday and Friday 11.45 12.30; Wednesday and Thursday 11.45 12.30 (including LaST students) Assessment: Formative Observation of students ability to attempt unfamiliar words when reading aloud using graphological and phonological knowledge Responding to punctuation when reading orally Reading with fluency and expression Ability to follow visual texts Observation of participation in modelled reading sessions Summative Term comprehension assessment tasks Diagnostic Progress through Neal Phonemic Awareness program (targeted students in LaST withdrawal and guided reading)

Meredith Stanger_2013

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