WOOROOLIN STATE SCHOOL

34 Frederick Street Wooroolin QLD 4608

Phone: 07 41642230 Mobile: 0472 836816

Make Wooroolin

Reading is our thing!

 What is reading?
Reading is a social and critical practice. It is something we do to achieve personal and social purposes. We
read written, visual and multimodal texts for enjoyment, to find information and to learn. Through reading,
we build relationships and communicate with others across time and space.
Reading comprehension is a cognitive activity that involves the process of simultaneously extracting and
constructing meaning. It is an active process in which knowledge about the context (subject matter, reader/
writer relationships, mode and medium) and the text being read is integrated with, and filtered through, the
reader’s prior knowledge.
Because readers bring diverse cultural experiences and language knowledge to a reading task, many
meanings are possible from a single text. Successful readers are able to question the authenticity and
accuracy of meaning gained from text by evaluating their interpretation against prior knowledge of the world,
prior texts and prior experiences. In the process knowledge is transformed and new knowledge is created
and integrated into existing knowledge. Strategic readers are able to talk about reading and about
themselves as readers. (Introduction to Teaching Reading and Viewing, unpublished paper, Queensland
Studies Authority).
Success in learning to read depends on teacher use of explicit instruction to integrate the six areas (‘The Big
Six’) of learning to read.
1. Oral language development: the ability to speak and listen;
2. Phonological and phonemic awareness: the ability to hear and manipulate the sounds in oral lan-
guage;
3. Phonics: the relationship between letters and sounds and decoding;
4. Fluency: the ability to read quickly and naturally, recognise words automatically, and group words
quickly;
5. Vocabulary knowledge: new word and what they mean; and
6. Text Comprehension: understanding what is being read and developing higher-order thinking skills.
These six aspects of reading are connected. Effective readers bring together their skills and knowledge of
each aspect to make sense of what they are reading. Each aspect is of equal importance, although effective
teachers may make choices about emphasis, depending on the year level and language resources of their
students. Because these are essential skills for the development of competence in reading, writing and
spelling, they must be taught early, systematically, explicitly and well.

Reading is our thing!

 Examples of Best Literacy Practice
Purposeful reading activities. These include opportunities to participate in
1  Modelled Reading
 Shared Reading
 Guided Reading
 Independent Reading
 Peer Reading
 Critical Reading
Purposeful writing activities. These include opportunities to participate in
2  Modelled Writing
 Shared Writing
 Guided Writing
 Independent Writing
Purposeful oral language activities. Including
3 Good  Modelling of speaking activities
Morning!  Vocabulary building
 Think, Pair, Share strategy
 Formal Speaking opportunities
 Focus on performance

4 School Spelling program—Focus on teaching of Spelling

5 Editing/Proof Reading Guide including punctuation

Purpose for Learning

6  Learning Intent: What am I learning today? (WILT)
 Success Criteria: What am I looking for? (WILF)

7 Reflection on task and learning (Ploughback/Review)

8 Differentiation—all students catered for at their level of need

Vocabulary Rich Environment. Classroom has multiple places for students to access KLA specific vocabulary.
9 Including
Word walls
Class Dictionaries/Personal Dictionaries/Thesauruses
Vocabulary lists

Literature Rich Environment

10  Students engage with a variety of text types
 Classroom has a rich environment of text types

Reading is our thing!

 Building blocks of a reading plan
Literacy Experiences: At all year levels within a balanced approach to the teaching of reading all students must be
provided with a range of language and literacy experiences in—Concepts about print; Oral language; Phonological
awareness; Phonics; Vocabulary development; Fluency; Comprehension; and Higher-order thinking.

Concepts about Print: The following concepts should be explicitly taught— Print has meaning; Directionality of
print; 1 to 1 correspondence; Concept of letter, word, sentence; Punctuation; Navigating the text; Understanding
and using text features at word, sentence and whole text level.

1. Oral Language (linguistic knowledge). Consider 4. Vocabulary Development—Does your reading

the social, cultural and prior-to-school factors which plan include targeted intervention in Tier II words
have had an impact on language/reading. Consider that is fun, frequent, rich and revisited regularly?
planning for Clear and correct use of oral language Does your reading plan include the explicit teaching
(think aloud); Monitor student understanding; of the phonological, visual, morphemic and etymo-
Teach active listening; Provide opportunities for logical systems of words?
social interaction.

2. Phonological Awareness 5. Fluency 6. Comprehension

Phonemic Awareness—Are there effective Are there effective, fluency- Does your reading plan provide a range of
strategies to build phonological awareness building practices, with a strategies and processes that can be targeted
and knowledge in your reading plan? These focus on rate, accuracy and to meet students’ instructional needs?
should include word awareness, syllable prosody, in your reading These should include:
awareness (rhythm), awareness of onset/ program? These practices
Understanding the purpose of reading and
rime division (rhyme), alliteration, isolation, include:
texts (skim/scan or read to obtain details;
segmentation.
Repeated reading awareness of the author’s purpose)
3. Phonics—Letter/Sound Readers’ theatre Adjust reading strategies (re-reading, chunk-
Knowledge—Is this explicitly taught? ing, decoding, slow reading rate
Timed reading
Decoding—Does your reading plan include Monitor comprehension (making predic-
Phrased reading
explicit teaching strategies such as look at tions, previewing vocabulary, activating prior
the picture (Eagle Eye), stretch it out Choral reading knowledge; making connections, visualising,
(Stretchy Snake), looking for chunks (Chunky determining importance, questioning; mak-
Listening to good models of
Monkey) for example. ing inferences, summarising, synthesising)
fluent reading

Higher Order Reading—Does your reading plan provide a range of opportunities for all students to engage in higher
order reading opportunities? Does your reading plan include a deliberate strategy that builds and extends your
students thinking within and across multiple text types? Does your reading plan use ‘ accountable talk’ for stu-
dents to be held accountable for their thinking?

Reading is our thing!

 Reading Behaviours (at all year levels)

Reading to Learn
Learning to Read

Comprehension
Language Experiences
Fluency & Phrasing
Phonemic Awareness
Use Text Structures
Phonological Awareness
Use Language Features
Concepts About Print
Broad, deep vocabulary
Fluency Higher Order Thinking
Using print features
Vocabulary
Comprehension
Choosing texts
Comprehension Strategies
Reading stamina
Decoding Strategies Getting started right away Activate prior knowledge
Reading mileage Self-monitoring
Use visual clues Communicating ideas Predicting

Use knowledge of sounds in Justifying Questioning

words Identify details/fact & opinion
Reflecting
Chunk for word parts and Making connections (main
meaning idea)

Analogy-use a word you know Visualising

Re-read Inferring

Read on and go back Summarising (sequencing)

Cross-check. Does it look Synthesising (compare & contrast)

right? Does it sound right? Skimming & scanning

Does it make sense? Build vocabulary knowledge

Reading is our thing!

 Expectations for Reading
 Belief that every child can learn to read well at any stage—we don’t give up on any student.
 Each Reading program will include—Modelled reading, Shared reading, Guided reading and Independent reading.
 Whole School Reading Scheme—refer to the Wooroolin State School document Reading Strategies for Explicit Instruction
 Systematically taught phonics program—using the Soundwaves resource as a whole-school structure for learning
 High minimum benchmarks in reading for each year level are determined each year and made explicit to teachers, stu-
dents and parents. Set out in Whole School Assessment and Reporting Schedule and aligned to regional benchmarks.
 Reading assessment and development of individual reading goals is a priority
 Lessons must have a clearly stated purpose that is articulated to students. Students should be able to state what they are
learning and have learnt.
 During the week there must be come focus lessons to teach specific concepts and some lessons that give students time to
practise these skills to build reading stamina.
 Oral language awareness, phonological awareness, phonemic awareness and phonics, vocabulary development, fluency and
comprehension must be explicitly taught in reading programs.
 Lessons will include whole class and groups that include stretch/challenge texts.
 Explicit instruction of reading strategies and concepts must be evident in the teaching sequence—Consolidation, Lesson
Purpose, I do, We do, You do and Plough Back.
 The reciprocal relationship between reading, writing and speaking is made explicit to students.
 Regular data conversations will help to monitor student progress.

How do we teach reading?

At Wooroolin State School we:
 Create an atmosphere of trust where success is encouraged and support is provided without judgement
 Teach reading across all learning areas, using a variety of texts and quality resources, strategies and pedagogies to suit curricu-
lum and differentiated needs
 Build the teaching of reading into our weekly timetable with reference to our whole school Reading Plan
 Explicitly teach the Big Six reading behaviours at all year levels
 Use ICTs to read, view and study texts and to respond to text
 Use a case management approach for students needing intensive support
 Select texts determined by the teacher’s selected focus, students’ needs and matched to the child’s reading ability
 Provide regular oral, written and visual feedback on reading behaviours, benchmarks and targets
 Set targets and goals based on the analysis and recommendations from data collected across a range of reading behaviours
 Provide and encourage professional development on reading to staff, parents and volunteers
 Regularly inform our community that ...

Reading is our thing!

 The Big Six
Early skill development in oral language and metalinguistics is crucial to successful literacy development in children. The following
diagram explains the developmental nature of the teaching of reading and The Big Six. Teachers recognise that readers require ex-
plicit instruction and practice in each of these areas across the years of schooling in order to develop confidence and competence
in reading.

Oral Language Knowledge about print:

Although Oral Language, Metalinguistics, Phonics and Decoding are vital in the early years, all of these areas require ongoing teaching through-

Oral language is the basis for reading and writing and is a child’s
earliest form of communication. It involves children moving book orientation
through developmental phases that build understandings of social print orientation/directionality
convention, syntax, semantics and phonemic awareness. one-to-one correspondence
It may be receptive or expressive and includes identify letter, word, picture
Phonemic awareness:
 the ability to listen actively and respond appropriately
syllables
 broad and deep understanding of vocabulary;
sound awareness
out the years of schooling and they should be incorporated into teacher’s planning and instruction and across all KLAs

 making connections between context and prior knowledge to rhyme

talk about the world; and
onset and rime
 building language for thinking and critical responses.
alliteration
blending phonemes
Phonological and Phonological awareness is a broad concept that includes phonemic
awareness but also encompasses awareness of things like words, Phonics/Graphophonic:
Phonemic Awareness rhyme, syllables and onset and rime. Phonemes and graphemes
Letter-sound relationships

Phonics Phonics is a form of instruction for understanding and using the Decoding Strategies:
alphabetic principle, that there is a predictable relationship be-
Eagle Eye—look at the pictures
tween phonemes and graphemes, the letters that represent those
sounds in written language and that this information can be used to Lips the Fish—get your lips ready
read or decode words. Stretchy Snake—stretch it out
Chunky Monkey—chunk the word
Flippy the Dolphin—flip the vowel
Fluency Fluency is not just the ability to read quickly, but the ability to sound
make reading sound like spoken language, reading with appropri-
ate phrasing and expression.
Text Comprehension Strategies:

1. Finding the Main Idea;

Vocabulary Vocabulary is word knowledge—the meaning and origin of words.
2. Recalling Facts and Details
3. Understanding Sequence
4. Recognising Cause and Effect
Comprehension Reading comprehension is the process of constructing meaning
5. Comparing and Contrasting
from a text by using a range of strategies and processes.
6. Making Predictions
7. Finding Word Meaning in Context
8. Drawing Conclusions and Making
Inferences
9. Distinguishing Between Fact and
Opinion
10. Identifying Author's Purpose
11. Interpreting Figurative Language
12. Summarising

Reading is our thing!

 How do teachers assist students moving
through reading procedures?
Quality programs allow students to be supported with the necessary scaffolds for them to achieve success. The Gradual Release of
Responsibility Model (see First Steps in Reading Course Book Pg. 17) addresses this belief and explicitly guides our teaching and
learning practices in all learning areas. Regardless of the strategy being taught, the process of explicit instructions, based on the
Gradual release of Responsibility remains the same.

GRADUAL RELEASE OF RESPONSIBILITY MODEL (Pearson & Gallagher 1983)

Modelling Sharing Guiding Applying

Role of
Teacher Teacher Teacher Teacher
the
demonstrates continues to provides offers support
Teacher
FAMILIARISING

and explains the demonstrate the scaffolds for and

reading strate- use of reading students encouragement
ANALYSING

gies. This is strategies inviting as ...

Degree of Control

Teacher provides
achieved by students to con-
feedback
thinking aloud tribute ideas and
the mental pro- information
cesses an d strat-
egies used when
reading.

The students The students The students The students

participate by contribute ideas work with help work
actively and begin to from the teacher independently
attending to the practise reading and peers to to apply reading
Role of demonstrations. strategies in practise reading processes in
the whole class strategies using a contexts across
situations range of texts. the curriculum.
Student

Reading is our thing!

 What are the Reading Procedures?

Reading Aloud to Students

Definition The focus is on sharing a text for pleasure and not on explicit teaching eg. Reading
strategies, language structures or vocabulary. It familiarises them with effective
reading behaviours and a positive attitude can be demonstrated. It helps students to
discover that books are worthwhile and can assist in developing a lifelong love of
literature. Teachers control the unfolding of the storyline or sequence, so more
sophisticated texts can be chosen than the students are able to read themselves.
Students can be encouraged to provide texts they have enjoyed. Critical thinking skills
can also be developed as the students explore the meanings in the text.

Key features  Primary purpose is to show enjoyment of reading

 Reading is uninterrupted
 Sessions span 10 to 15 minutes daily

Our School Daily reading of picture books, novels or other quality texts, print or multimodal
(10mins)
Approach
Weekly exposure to quality texts through library program, including new fiction and
relevant non-fiction materials, print or multimodal.
Texts must be available to students afterwards to re-read at other times.
Reading is uninterrupted.

Reading is our thing!

 What are the Reading Procedures?
Modelled Reading
Definition The teacher demonstrates reading behaviours and verbalises the cognitive processes
involved. The focus is on explicit planning and demonstrations of selected reading
behaviours. Students participate by actively listening and watching rather than by
contributing, suggesting and pursuing discussion. The same behaviour is modelled
many times.

Key features  Clear ‘think aloud’ statements

 Singular or limited focus
 Multiple demonstrations
 Brief sessions from 5 to 10 minutes

Our School The teacher chooses a text for its suitability or in accordance with C2C, to reach a par-
ticular reading behaviour. Sessions are brief (5-10 mins) but occur regularly in the
Approach weekly timetable.
Use a variety of types of texts.
Clear ‘think aloud’ statements are used.
Reading Hearing the teacher’s thinking processes as they interact with text helps students to
understand what they themselves might actively do in order to read and comprehend.
Lesson When students observe good models and articulate their observations, they
Checklist internalise these strategies and practices for later use. Hence modelled reading is a
key strategy which teachers must use regularly and expertly.
 Explains the focus the modelled reading lesson and makes the purpose clear to the students
 Clearly explains the role of the student—to watch and observe and identify the processes and
strategies used
 Uses an approach text so that the particular strategy is fore-grounded although a range of strategies
is demonstrated
 Ensures all students observe an enlarged text during modelling
 Overtly demonstrates the reading process or strategy that students need to understand
 Models what effective readers do
 Thinks aloud about understandings and the strategies used to bring about those understandings
 Conducts regular short modelled lessons
 Modelled lessons are well planned and well thought out
 Precise accurate language is used to describe the strategies demonstrated
 After the modelling has occurred, students are asked to verbalise the processes and strategies they
observed, and the language that was used during the modelled lesson

Reading is our thing!

 Explicit Modelled Reading Brief sessions
(5—10 minutes)
Before the Select an appropriate text

Modelled Reading Build student’s topic or text knowledge

Decide on a purpose for modelling sessions
Prepare for the reading—choose a text for its suitability to teach the focus strategy
Use the Strategy Demonstration Plan

Orientation of the Text Introduce the text and talk about its content features
Discuss the cover, title and author
Revise topic text knowledge and ask what this text might be about
Make predictions about the text
Explain or name the focus strategy, why it is useful and when to use it

Reading the Text Ensure the focus strategy poster is visible for all to see
Read the text
Pause to discuss the strategy in detail—using sentence frames
Constantly make reference to the strategy poster
Where appropriate (and not too often) verbalise the strategies you use as a reader
Demonstrate phrased and fluent reading

After the Reflect on and respond to the text

Modelled Reading Return to sections of the text where appropriate

Make available copies so children can explore them independently

Materials Introduce children to a wide range of texts including:

Literary texts: narrative picture books, novels, poems, plays, song lyrics, biographies,
interactive narratives, e-books, short stories, essays feature films
Mass-media texts: children’s television programs, newspaper stories, magazine features,
radio talkback, television news, feature films, webpages
Everyday texts: face-to-face and online discussions, speeches, DVDs (feature films), web-

Reading is our thing!

 What are the Reading Procedures?
Shared Reading
Definition Teachers and students work together and share the ideas. This procedure offers a teacher-managed blend of modelling, choral
reading and focussed discussion. Strategies for making sense, problem-solving and reading fluently are modelled and made explicit.
Whole class shared reading provides a springboard for working with smaller groups to extend or consolidate reading behaviours or
knowledge at different levels.
Shared reading provides options for main teaching points:
 reading strategies—mental processes that occur during reading
 decoding—sounding out, chunking, adjusting reading rate, reading on and re-reading
 comprehending = paraphrasing/summarising, synthesising, connecting, predicting, self-questioning, creating images, determining
importance, comparing, using analogy, skimming, scanning, inferring
 phonemic awareness, phonics and spelling
 high frequency words
 fluency
 types of texts—language and structural features

Key features  Short sessions from 10 to 20 minutes

 Singular or limited focus
 Text visible and assessable to all
 Differentiated activities
 Multiple readings of the text
 All children must be able to see the text
 Teacher models (I Do) and then the class read aloud together (We Do)
Whole class activity
Our School
Text is visible and accessible to all
Approach Explicit teaching of focus language features
Linked to English or other KLAs—literacy
Linked to assessment tasks in English or other KLA
Provides the springboard for further guided reading and writing, including differentiated activity groupings
Linked to spelling and vocabulary studies
There must be multiple readings of the text
Texts suitable for shared reading include big books, songs, poems, posters, newspapers, magazines—print or multimodal

Reading During shared reading the teacher continues to explicitly demonstrate a range of strategies, but now the students participate by
contributing ideas and sharing in the reading of some of the text.

Lesson  Explains the focus of the shared reading lesson and makes the purpose clear to the students
 Clearly explains the role of the student—to watch and observe, and to participate by contributing when required
Checklist  Uses an appropriate text so that the particular strategy is fore-grounded although a range of strategies is demonstrated
 Ensures all students observe an enlarged text during shared reading\
 Uses the framework of demonstrations and participation, moving rapidly from demonstration to participation
 Uses a cooperative and supportive model rather that a competitive and corrective one
 Ensures all students participate in the shared reading
 Engages students in explicit instructional talk rather than conversational talk throughout the lesson

Reading is our thing!

 Explicit Shared Reading Short sessions
(10—20 minutes)
Before the Select an appropriate text
Build student’s topic knowledge
Shared Reading
Prepare for the reading
Decide on a purpose for shared session
Prepare appropriate reading activities
Use a Strategy Demonstration Plan

Orientation of the Text Introduce the text and talk about its content
Discuss the cover, title and author
Revise topic/text knowledge and ask what this text might be about
Discuss the purpose of the text and what type of text it might be
Make predictions about the text

Reading the Text Lead students through the text., discuss illustrations and make predictions
Read the text, may include choral reading
Pause frequently to discuss events, characters, information and to make and confirm predictions
Model problem solving (fix-up strategies) as you read
Encourage children to observe
Demonstrate phrased and fluent reading

Working with the Text Select from the following

 Demonstrate a specific reading comprehension strategy
 Focus on text form knowledge eg. Past tense
 Focus on word meaning/vocabulary
 Focus on sight words
 Focus on sound/letter knowledge
 Focus on punctuation
 Focus on fluency strategies

Re-reading the Text Re-read the text with students participating

Demonstrate phrased and fluent reading and have students practise

After the Reflect on a respond to the text

May make, or use a ready-made version of the story on tape for use in listening posts
Shared Reading
Make available copies so children can explore them independently

Reading is our thing!

 What are the Reading Procedures?
Guided Reading
Definition Guided reading is the bridge between shared reading and independent reading. Reading strategies are taught during
shared reading, so that students can practise them individually. In guided reading they use these strategies with
teacher support.
In guided reading the teacher works with a small group of students to support each reader’s development of effective
strategies for processing new texts at increasingly challenging levels of difficulty. The teacher focuses on the strategy
already introduced in shared reading and the students use it with teacher guidance. The support given by the teacher
varied according to the confidence and competence each student displays when reading a particular text.
The purpose of guided reading is to enable students to use and develop strategies “on the run”. They focus primarily on
constructing meaning while using problem solving strategies to figure out words they don’t know, deal with tricky
sentence structure, and understand concepts or ideas they have not previously met in print. The ultimate goal in guided
reading is to help students use reading strategies automatically. Texts need to provide a challenge without being so
difficult that readers become discouraged (instructional level). Guided reading with more fluent readers, whilst continuing
to develop reading strategies, takes a heavier focus in making meaning at increasingly complex levels. Bloom’s Taxonomy
or The Four Resources Model can be useful tools for working with texts at this level. Fluent readers can spend more time
exploring the language and structural features of the text.

Key features  Clearly defined purpose

 A group of students with identified common needs
 Most reading done silently
 A pattern of asking guiding questions, reading, discussing
Small group activities
Our School
Most of the reading is silent; reading aloud is reserved for substantiation.
Approach Protocols for guided reading should be followed
A detailed guided reading plan should be evidenced
Students respond to text in their Reading Log

Reading In guided reading students with similar learning needs are grouped together for specific lessons to enable them to acquire
the skills to be effective readers. The text selected is within the instructional range of the students in the group but is at a
more challenging level that texts students would be able to read independently. Guided reading provides the bridge
Lesson between shared reading and independent reading.

Checklist  Explains the focus of the guided reading lesson and makes the purpose clear to the students
 Chooses an appropriate text that will facilitate teaching and learning, and address the particular learning needs of
the group
 Pre-plans the stopping points throughout the text and the questions and prompts to be used at these points.
 Engages the students in pre-reading strategies eg. prediction, making connections, considering visuals, through the
use of focussed questions and prompts
 Highlights and discusses potential difficulties with eg. Proper nouns and vocabulary before students read the text
 Provides each student with a copy of the text
 Gives clear instructions regarding the section of text to be read and the focus strategy to be used
 Responds to students requests for assistance during silent independent reading
 After reading a section of text, encourages students to reflect on predictions, explore meanings and justify and
refocus on the purpose for reading on this occasion
 Continues to guide and scaffold the learning as students try out new strategies

Reading is our thing!

 Explicit Guided Reading sessions
(30 minutes)
Before the Match each student to an instructional reading level
Group students according to similar learning needs
Guided Reading
Ensure multiple copies of text are available
Ensure that the rest of the class is working purposefully
Communicate expectations/activities to support personnel

Orientation of the Text Discuss topic and related experiences to activate background knowledge (may use a prop)
Introduce the new text
Discuss cover, title and author
Focus on any potentially difficult words in the text
Focus on the tense of the text and use same or similar phrases in discussion as they appear in the text
Discuss the purpose of the text and what type of text it may be
Ask students to make predictions about the text

Reading the Text Read the title page together

Define section of text to be read silently by students
Ensure students have a purpose/guiding question to think about as they read
Students read independently, prompt if necessary
Monitor and support each child’s reading
Make notes on each student as they read where necessary and if time allows
Pause to discuss events, characters, information and illustrations
Highlight particular reading strategies and show students how to use them
Discuss text when finished—respond and reflect

Working with the Text With each group, focus on specific teaching points, eg:
*Reading strategies *Concept of print * Grammatical knowledge *Sight words
*Understanding of literal and inferential meaning in texts *Graphological/phonological knowledge
*Vocabulary development
Work with each group to help them take on a particular role as a reader, eg:
CODE BREAKER ROLE—Show students how to use their knowledge of meanings, grammar and sound/
letter relationships to work out unknown words
TEXT-PARTICIPANT ROLE—talk with students about the meanings in the text
TEXT-USER ROLE—talk with students about the type of text they are reading and how it might be used
in situations outside the classroom
TEXT-ANALYST ROLE—talk with students about the author’s purpose in writing the text

After the Engage students in completing graphic organisers used in the body of the lesson
Encourage the students to re-read the text in pairs or independently
Guided Reading
Take a running record on a previous session’s text with 1-2 children

Reading is our thing!

 What are the Reading Procedures?

Independent Reading
Definition The purpose of independent reading is to build fluency and motivation for reading.
Students are encouraged to read texts at their independent level so that the skill of
reading is practised. They may re-read familiar books that were used in a guided
reading session or shared reading session. The goal in this instance is for the students
to read independently for a sustained period of time.

Key features  Students select texts

 Uninterrupted time span

Our School Students select their own text

Approach Everyone is involved in reading
The session is uninterrupted
Used strategically and in timely periods throughout the broader reading program

Reading During independent reading students are provided with the opportunity to practice
and integrate the skills and strategies they have learned during modelled, shared and
Lesson guided reading.
Checklist  Provides texts at an appropriate independent level to enable students to practice
independently the strategies that have been taught
 Employs monitoring systems which ensure the appropriateness and completion of
independent reading
 Provides opportunities for students to share the independent reading activities
through reading a part of the book to the group, sharing ‘powerful words and
phrases’ from the book, retelling or presenting simple book reviews
 Takes running records while students are engaged in independent reading

Reading is our thing!

 Explicit Independent Reading
(Daily)
Before the Select a range of suitable reading materials and display them in the classroom
Ensure each student is matched to an independent reading level and knows how to select books
Independent Reading
Provide an independent reading record sheet to be completed by you or student

Selecting Books/Texts Explain the procedure for selecting books/texts

Allow time for students to select their books/texts
Assist students who need help
Distribute a record sheet and explain how to complete it

Independent Reading Allow time for students to read

Remind students to complete their independent reading records

Response to Reading Respond in a variety of ways, eg:

 Self-assessment sheets
 Tick and flick book reviews
 Peer discussions
 Reading log/record sheet
 Informal book presentations
 Random questions
 Small group sharing of books to read

After the Talk to students about their reading

Remember to add new books to the independent reading selection
Independent Reading

Reading is our thing!

 Monitoring Reading Improvement
MONITORING
 Establish high expectation standards that will inform targets eg. Age appropriate NAPLAN bands for all students as the
minimum standard or Stanine Five on the age appropriate PAT R test
 Identify and set reading goals in phonemic awareness, phonics, vocabulary development and comprehensions, eg. Literacy
Continuum indicators
 Develop assessment tasks to monitor improvement across each area
 Negotiate individual learning targets for all students. Include learning adjustments to maximise student learning
opportunities
 Continue support based on differentiated needs
 Include provision for point in time assessments: PAT R, PM Benchmarks, NAPLAN results, sight word and letter-sound testing
 Input student data onto OneSchool
BEGINNING of YEAR
 Identify students requiring intensive support and follow through with a case-management approach (Lyn Sharratt)
 Create Individual Learning and Support Plans focussing on targets based on individual needs

MID TERM
 Analyse data to inform future teaching
 Provide learning adjustments and opportunities for at risk and high performing students
 Analyse data to develop hypothesis about student’s performance, good or otherwise
 Identify learning adjustments to maximise student learning outcomes
END of TERM
 As above
 Renegotiate individual learning targets for all students. Include learning adjustments to maximise student learning
opportunities

ONGOING RESPONSIBILITIES
Principal/Coaches will -
 Review Individual Reading Goal setup for all classes, and schedule twice term Reading Goal Interviews with Class Teachers
 Regularly monitor the input of data for all teachers
 Organise term moderation meetings
 Principal will provide positive feedback to teachers on the implementation of the whole school reading program principles
 Involve teachers in data conversations—discuss comparability, teaching adjustments, standards, learning support
effectiveness, teacher professional development and support.
Teachers will -
 Input data at midterm and end of term junctures
 Provide assessment tasks and results to contribute to year level moderation process
 Implement NAPLAN Readiness strategies
 Participate in at least two lesson observations per term
 Develop Individual Reading Goals for Students and discuss these goals with the Principal twice per term

Reading is our thing!

 CAROL ADD YR 2Sight Word Benchmarks P-
Year Term 1 Term 2 Term 3 Term 4
Level
Sight Word Minimum Sight Word Minimum Sight Word Minimum Sight Word Minimum
Levels Expectation Levels Expectation Levels Expectation Levels Expectation

Prep M100W 12 words M100W 42 words M100W 84 words M100W 100 words

Gold Red Green Indigo

Blue Orange Violet

Year 1 M200W 120 words M200W 160 words M200W 180 words M200W 200 words

Pink Purple Lime Lemon

Aqua

By the end of Year 2 = 250 words By the end of Year 3 = 300 words

Prep Phonics Benchmarks

The following letter-sound relationships are to be known and understood by Prep students at the end of each term and are in
line with the Sound Waves teaching overview.
Term 1 Term 2 Term 3 Term 4

b, a, k, e, d, i, f, o, g u, h, j, ai, l, ee, m, i_e, n, ar, s, ir, t, or, v, w, oo, y, z, ou, ch, sh, oy, eer, th, air,
ng, oa, p, r s er

Yr 1 Phonics Benchmarks
The following letter-sound relationships are to be known and understood by Prep students at the end of each term and are in
line with the teaching from Sound Waves.
Term 1 Term 2 Term 3 Term 4

b, bb, a, k, c, q, ck, x, e, d, u, o, h, ai, ay, a_e, l, ll, ee, ar, a, s, ss, se, x, c, ir, ur, t, ou, ow, ch, oy, oi, th, air,
dd, i, f, ff, o, a, g, gg e, ea, m, mm, i_e, y, n. nn, tt, or, a, v, ve, oo, u, y, oo, er,

Reading is our thing!

 PM Benchmarks
For purposes of Regional data collection
 Level recorded to be Independent (95% and above)
 A teacher to complete PM Benchmarks once per Term
 Data to be entered on OneSchool
 Data logged on the student’s individual reading data profile

PM Benchmarks in schools
 Goal setting and progress
Please note: in order for the PM Benchmark tool to be used effectively for teaching and learning, teachers need to
analyse the student’s reading at the Instructional level.
 Should be used as guide to monitor progress and inform teaching—as a diagnostic tool.
 Completed once to inform learning needs and set goals for students at start of the year, then at end of each term to check
on current level. May need to be completed more frequently for students who are at risk of not progressing satisfactorily.
 Benchmarking to be completed by a teacher.
 Teachers should set goals for students that ensure they are teaching the knowledge and skills required to successfully im-
prove student’s reading ability while regularly assessing and teaching them for improvement.
 Teachers should differentiate goals to meet students at the point of need.
 Levels should be increased regularly in accordance with goals for students—using explicit teaching and ongoing formative
assessment of decoding/comprehension strategies and opportunities to read an average of 10-15 books at each level
before advancing. This is flexible depending on rate of learning.
 Teachers need to be aware of regional expectations.
 Comprehension
 Old kit: literal all correct, inferential all correct, successful retell identifying who is in the story/main content, what
main events/facts, where the story took place/other significant facts
 New kit: satisfactory on all sections
 All students need to be monitored using PM Benchmarks until they are reading independently above Level 30, regardless of
year level.
 It is a school decision as to how this process is facilitated.

The use of Running Records

Running records of class/guided readers can be used as formative assessment. Work samples for comprehension strategies can be
kept as formative assessment as they are explicitly linked to teaching/learning focus goals and strategies.

Professional Development
PD to be provided to staff within schools on implementation using the guidelines, including moderation opportunities to compare
interpretations.

Reading is our thing!

 Reading Standards Prep—Year 3
ASSESSABLE DESCRIPTORS

ELEMENTS Very High High Sound Developing Needing Support

Accuracy* 95% accuracy rate 95% accuracy rate 95% accuracy rate 95% accuracy rate 95% accuracy rate
(PM Benchmark at designated at designated at designated at designated at designated
levels)
benchmark level benchmark level benchmark level benchmark level benchmark level
Year Sem Sem Year Sem Sem Year Sem Sem Year Sem Sem Year Sem Sem
Level 1 2 Level 1 2 Level 1 2 Level 1 2 Level 1 2
Prep >6 >12 Prep 5-6 11-12 Prep 3-4 9-10 Prep 2 6-8 Prep 1 1-5

Year >19 >22 Year 17-19 21-22 Year 14-16 19-20 Year 10-13 14-18 Year 1-10 1-13
1 1 1 1 1
Year >24 >26 Year 23-24 25-26 Year 21-22 23-24 Year 16-20 19-22 Year 1-15 1-18
2 2 2 2 2
Year >28 30+ Year 27-28 30 Year 25-26 27-29 Year 21-24 23-26 Year 1-20 1-22
3 3 3 3 3
Reading Strategies Discerning and Purposeful and Appropriate and Variable use of Rudimentary use of
controlled use of effective use of competent use of decoding strategies, decoding strategies,
decoding strategies, decoding strategies, decoding strategies, prediction, self- prediction, self-
prediction, self- prediction, self- prediction, self- correction, re-reading correction, re-reading
correction, re-reading correction, re-reading correction, re-reading and reading on. and reading on.
and reading on. and reading on. and reading on.
Fluency Effortless reading at Fluent reading at an Well-paced reading Slow reading focussed Stilted, expressionless
an appropriate rate appropriate rate with focussed on meaning on decoding with reading focussed on
with meaningful meaningful expression with some expression attempted expression. decoding with limited
expression and and appropriate and generally Some awareness of awareness of the
appropriate phrasing. phrasing. appropriate phrasing. the functions of functions of
punctuation. punctuation.
Comprehension* Highly proficient use Effective use of Satisfactory use of Variable use of Rudimentary use of
of language elements language elements language elements language elements language elements
and contextual clues and contextual clues and contextual clues and contextual clues and contextual clues
to interpret and inter to interpret and infer to interpret and infer to interpret texts to interpret some
from texts. from texts. from texts. mainly at the literal texts at the literal
level. level.

PM BENCHMARK PM BENCHMARK PM BENCHMARK PM BENCHMARK PM BENCHMARK

SUMMARY SUMMARY SUMMARY SUMMARY SUMMARY

Retelling— Retelling— Retelling— Retelling— Retelling—

Excellent Satisfactory Satisfactory Unsatisfactory Unsatisfactory

Comprehension - Comprehension - Comprehension - Comprehension - Comprehension -

Excellent Satisfactory Satisfactory Unsatisfactory Unsatisfactory

*Both Accuracy and Comprehension must be at the same standard to achieve that overall standard.

Reading is our thing!

PM Reading Levels Matched to Reading Ages
(to be used as a guide for levelling)
PM Colour Band PM Level Fitzroy Reading Age
Magenta 1 Level 1
Magenta 2 Level 2
Red 1 Level 3 1—10
Reading Ages for PM Levels 1-14 are in
Red 2 Level 4 the range of R.A. 5 years-6.5 years
Red 3 Level 5
Yellow 1 Level 6
Yellow 2 Level 7 The fine grading of the PM levelling
Yellow 3 Level 8 makes it inappropriate to give a
Blue 1 Level 9 specific Reading Age to the individual
Blue 2 Level 10 11-20 levels between PM Levels 1-14
Blue 3 Level 11
Green 1 Level 12
Green 2 Level 13
Green 3 Level 14 Reading Age PROBE Set
Orange 1 Level 15 R.A. 6.5-7.0 years Set 4
Orange 2 Level 16 R.A. 6.5-7.0 years
Turquoise 1 Level 17 R.A. 7.0-7.5 years Set 5
Turquoise 2 Level 18 R.A. 7.0-7.5 years
Purple 1 Level 19 21-30 R.A. 7.5-8.0 years Set 6
Purple 2 Level 20 R.A. 7.5-8.0 years
Gold 1 Level 21 R.A. 8.0-8.5 years Set 7
Gold 2 Level 22 R.A. 8.0-8.5 years
Silver 1 (white) Level 23 R.A. 8.5-9.0 years Set 8
Silver 2 (white) Level 24 31-40 R.A. 8.5-9.0 years
Emerald 1 Level 25 R.A. 9.0-9.5 years Set 9
Emerald 2 Level 26 R.A. 9.5-10.0 years Set 10
Ruby 1 Level 27 R.A. 10.0-10.5 years Set 11
Ruby 2 Level 28 R.A. 10.5-11.0 years Set 12
Sapphire 1 Level 29 R.A. 11.0-11.5 years Set 13
Sapphire 2 Level 30 R.A. 11.5-12.0 years Set 14
Beyond PMs Level 30+ R.A. 12.0 years+ Set 13-20

Reading is our thing!

 How to Calculate Running Records
Step 1 Step 2 Step 3
Count the Running Ratio of Errors Accuracy Rate
Words (R.W.) To
Running Words 100 — E x 100
150
Errors RW 1
Running Words
15 100 — 15 x 100
150 150 1
1:10 = 90%
One in ten

Step 4 Three Levels of Text Difficulty

Self-Correction Rate AN EASY TEXT 95—100% correct
(Count number of SC)
Provides valuable insights into
SC
 How the reader orchestrates effective reading
E + SC
AN INSTRUCTIONAL TEXT 90—94% correct
5
Provides valuable insights into
15 + 5
 How processing and problem solving can be done
1:4
A HARD TEXT 80—89% correct
One in four
Provides valuable insights into
 How and when effective processing breaks down

CONVERSION TABLE

SELF CORRECTION ERROR RATE % ACCURACY

1:200 99.5
RATE LEVELS 1:100 99
1:50 98
1:1 EASY
1:35 97
GOOD 1:2 1:25 96

1:3
1:17 94
1:14 93
1:4 INSTRUCTIONAL 1:12.5 92
GOOD
1:5 1:11.75 91

1:9 89
1:8 87.5
GOOD 1:6 +
1:7 85.5
1:6 83
HARD 1:5 80
1:4 75
1:3 66

Reading is our thing!

 Analysis of Errors using the 3 Cue Sources
Look at each instance or error behaviour
Ask yourself -
“What made the child say that particular word instead of the one in the text?”

Did the child use Meaning Cues? (M)

Ask yourself -
“Does the substitution make sense?”

Did the child use Structural Cues? (S)

Ask yourself -
“Can you say it that way in English?”
Tomato/tomato (can be pronounced two different ways)

Did the child use Visual Cues? (V)

Ask yourself -
“What did the child see that led him/her to say that word?”
We cannot know what
Analysis of Self-Corrections the child actually did
For “errors” that were corrected there is a further step but
After asking the 3 error analysis questions, ask yourself - We can make our
“What led the child to correct the original error?” “best guess”
OR
“What else did the child use to notice there was an error and to fix it up?”

Reading is our thing!

 Prompts to Support the Use of Strategies
following conducting a Running Record
To support the readers’ use of self-monitoring To support the reader searching for information
or checking behaviour (cues) to assist self-correction
 Were you right? (after both correct and incorrect  You said … Does that make sense?
words)
 You said … Can we say it that way?
 Where’s the tricky word? (after an error)
 Does it look right?
 Was that okay? Why did you stop? What did you
notice? (after hesitation or stop)  It could be … but look at …
 What letter would you expect to see at the  Try that again and think what will make sense and
beginning? look right?
 Would … fit there?  Try that again and think would that make sense and
sound right?
 Would … make sense?
 Try that again and think what would make sense,
 Do you think it looks like …? sound right and look right?
 It could be … but lot at …  Try that again.
 Check it. Does it look right and make sense (or  I like the way you found out what was wrong all by
sound right) to you? yourself.
 That sounds right, but does it look right?  You made a mistake on that page/line. Can you fix
it?
 I like the way you noticed that didn’t look right.
 I like the way you did that. Where was the hard
bit?
 You almost got that. See if you can find what is
wrong. To support phrased, fluent reading
 You made a mistake on this page/line, can you find  Can you read this quickly?
it?
 Run the words altogether so that it sounds like
 Try that again. talking?
 Mask text with a card or your thumb exposing a
phrase and ask the reader—Read it all/run the
words together.
To support the reader searching for information  Demonstrate how to use punctuation.

(cues) to assist self-correction  Encourage the reader to listen to and monitor how
his/her reading sounds.
 What do you know that might help?  Provide opportunities for the reader to hear ‘good’
reading.
 What could you try?
 What would you think it could be?
 Do you know a word that looks like that?
 Look for a part you know.
 Do you see a part that can help?
 Do you know a word that starts with that letter?

Reading is our thing!

 Strategies and Skills to be taught at PM Levels
and their connection to the
Literacy Continuum
PM Levels 1 & 2 Mid-Year PREP
Students are working towards -
 Opening front cover
 Turning pages appropriately
 Understanding that left page comes before right
 Understanding that we read print from left to right
 Matching spoken word to printed word (one-to-one correspondence)
 Locating familiar words and use them to check own reading
 Using the meaning of the text
 Using language patterns (syntax)
 Predicting the storyline and some vocabulary

PM Levels 3-5 Mid-Year PREP

 Can recognise own name
 Can hold book correctly
 Can recognise front and back cover
 Can understand that reading is made from writing
 Can understand that print conveys meaning
 Can differentiate between text and illustrations
 Can name some letters (capitals and lower case)
 Can talk about stories and use pictures to support and locate title

Reading is our thing!

 Strategies and Skills to be taught at PM Levels
and their connection to the
Literacy Continuum
PM Levels 6—8 End of Year PREP

 Can locate and recall title

 Has secure control of one-to-one meaning

 Can use known words to check and confirm reading

 Is beginning to read more rhythmically or use phrasing while maintaining track of

print

 Can repeat words, phrases or sentences to check, confirm or modify own reading

 Predicts from meaning, syntax and print to solve new words

 Can recognise familiar words in simple text

 Can recognise print structure of a word, individual letters and the space between
words

 Can say how they feel about stories and poems

Reading is our thing!

 Strategies and Skills to be taught at PM Levels
PM Levels 9—11 PM 10-12 Mid Year ONE
 Follows print with eyes only, finger-pointing only at points of difficulty
 Takes more note of punctuation to support the use of grammar and oral language rhythms
 Cross-checks all sources of information more quickly while reading
 Notes familiar words and letter clusters and uses these to get to unknown words, eg look-took
 Searches for information in print to predict, confirm or attempt new words while reading
 Notices relationship between one text and another
 Predicts in more detail

PM Levels 12—14
 Can move through text attending to meaning, print and sentence structure flexibly
 Can self-correct more rapidly on the run
 Can re-read to enhance phrasing and clarify precise meaning
 Can solve new words using print information along with attention to meaning
 Uses analogy with known vocabulary to solve new words
 Manages a greater variety of text genre
 Discusses content of the text in a manner which indicates precise understanding

PM Levels 15 & 16 End of Year ONE/Mid Year TWO

 Can read aloud with developooing confidence
 Can make simple deductions with help and prompts from the teacher
 Reads fluently with attention to punctuation
 Solves new words using print detail while attending to meaning and syntax
 Tracks visually additional lines of print without difficulty
 Manages effectively a growing variety of texts
 Discusses and interprets character and plot more fully

PM Levels 17 & 18 Mid Year TWO

 May begin reading without relying on illustrations
 Reads longer phrases and more complex sentences
 Attends to a range of punctuation
 Cross-checks information from meaning, syntax and print on the run
 Searches for and uses familiar syllables within words to read longer words
 Infers meaning from the texts with familiar structures

Reading is our thing!

PM Levels 19 & 20 PM 20-22 End YEAR 2
 Extracts meaning from the text while reading with less dependence on illustrations
 Approaches different genres with increasing flexibility
 Uses punctuation and text layout to read with a greater range of expression
 Sustains reading through longer sentence structures and paragraphs
 Attempts a high ratio of more complex words

PM Levels 21-24 PM 20-22 End of YEAR 2/Mid YEAR 3

 Looks through a variety of texts with growing independence to predict content, layout and story
development
 Reads silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track
of longer sentences
 Solves most unfamiliar words on the run
 Adapts to fiction, non-fiction or poetic language with growing flexibility
 Identifies literacy effects used by writers
 Confidently and consciously uses reading to extend speaking and writing vocabulary and syntax

Reading is our thing!

PM Level 25 PM Level 24-26 End of YEAR 3
 Can read aloud confidently, using expression and intonation
 Can comment on the ways in which the book is written or presented
 Can suggest extensions or alternatives to plot
 Can identify and discuss main characters
 Can use knowledge of the alphabet to locate information in dictionaries, indexes, etc
 Reads silently most of the time
 Sustains interest in longer text, returning to it easily after a break
 Uses text more fully as a reference and as a model
 Searches for and finds information in texts more flexibly
 Notices the spelling of unfamiliar words and relate to known word
 Shows increased awareness of vocabulary and precise meaning
 Expresses reasoned opinions about what is read
 Offers and discusses interpretations of text

Reading is our thing!

 How can school, class, group and individual
reading goals be set?
Using the Dimensions of Teaching and Learning Wooroolin State School teachers use the data
from each of the contexts—school, class, group and individual—to inform their planning.

Areas of weakness are identified from a variety of data sources within each of the contexts.
This information is then used when planning for the teaching of reading.

For example at Wooroolin State School our data sources include but are not exclusive to:
 PAT –R: data gives whole school and individual teaching and learning goals
 PM Benchmarking: data gives group and individual teaching and learning goals
 NAPLAN data gives whole school teaching and learning goals
 INDICATORS—Key Indicators in conventions not yet achieved gives group and
individual teaching and learning goals

Individual Student reading goals are set and communicated with students and Parents/Carers, if required. A proforma of goals can
be glued into the students’ Reading Log or displayed on Data Walls that gives individuals their targets and learning goals.

HOW CAN STUDENT LEARNING BE EVIDENCED?

At Wooroolin State School students participate in daily reading activities. They have many and varied opportunities to engage with
and respond to texts.
Evidence of daily work and learning in reading could be found in each child’s reading log/journal/folio and should include:
 References to reading learnings eg. definitions and explanations of teaching foci
 Personal goal setting and interest surveys
 Copies and samples of text studied and notated in whole class shared and modelled reading tasks
 Activities from guided reading done as part of unit work including but not exclusive to:
 Records of think-aloud learnings
 Vocabulary study from text
 Activities about the salient language feature of the text eg. Transitivity
 A comprehension task which may take various forms including:
 Question and answer
 Graphic organisers
 Retellings
 Story maps
 Semantic webs etc.
 Comprehension Strategy work from commercial resources eg. ‘Cars and Stars’
 Summaries of learnings
 Student reflections
 Teacher feedback and assessments
 Use of Oral Reading Checklists and comparison of data for reading progress checklist

Reading is our thing!

 Feedback
Providing feedback has a powerful effect on learning and an effect size of 0.76 (Marzano, 2001). It improves students’ views of im-
proving their own competence as the goal of learning. The best feedback isn’t a score or grade; it’s clear, specific guidance on how to
improve. The more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are de-
veloped (Hattie, 2004).

Feedback must be:

 Specific—giving clear guidance on how to improve (Williams, 2013). The same study found that adding numeric scores to
written comments negated the benefits of the comments.

 Given at the right time—the optimal timing of feedback seems to depend on the nature of the learning task. New or complex
tasks require feedback to avoid misconceptions or incorrect practices. Extending or applying knowledge may require delayed
feedback to give opportunities for problem-solving, self-correction, perseverance and responsibility for their own learning.

 Give transparent goals—the more transparent the teacher makes the learning goals, the more likely students will engage in
the work needed to meet the goal.

 Specific to the learner rather than general or comparative.

 Descriptive rather than evaluative.

For feedback to improve learning, learners need to know:

 Where they are going in their learning; where they need to go; what the next steps will be; how they will get there; what im-
provements they can make; how they will know when they are there.

Feedback is formative when learners have the opportunity to reflect, respond and perhaps act on improvement prompts. It should be
designed to make learners think and reflect rather than react emotionally. This creates a shift to take responsibility for their own
learning.

Learners need:

 A clear criteria for success prior to the learning task.

 Feedback that is accurate and realistic, focussing on the learning intentions and success criteria rather than behaviours or atti-
tudes.

 Explicit and effective questioning, consistent language and opportunities for discussion on how learning can improve.

 Modelled and frequent opportunities to give and receive feedback to a range of situations and audiences.

Reading is our thing!

 Provision of Support and Differentiation
Underlying the provision of support and differentiation in reading at Wooroolin State School:
 Targets for each child (Short term)

 Timelines to reach targets (5-weekly goal cycle)

 Extra time to catch up

 Skills taught to automaticity—Otherwise kids will slide back again.

At Wooroolin State School we use a Case Management Approach

A case management approach is used for identified children not reading minimum standards or children identified as requiring ex-
tension in some or all areas of their learning.

Teaching strategies and learning goals are developed in consultation with the Classroom Teacher and the STLaN from data collected
from a variety of sources.

Children not reaching minimum standards are placed on Individual Learning or Support Plans. Data is gathered on a term-by-term
basis to discover whether there are other causes for the delay in their learning—physical, psychological, physiological.

Reading is our thing!

 What resources support teaching the
aspects of reading?
Explicit instruction and practice in each of these areas across the years of schooling is required. At Wooroolin State School we
use a variety of resources as outlined below to support reading.

Differentiation: Typically students acquire some of these skills earlier than others. There will also be some students who may be
working below or above what is typical of their peers and these students will be catered for by the classroom teacher through
differentiated programs.

Teaching Emphases Resources

Listening Speech-Language programs

Language

Expressive language-vocabulary, grammar Literacy Continuum

Oral

Social language—social skills, conversational behaviours lan-

guage and literacy

Knowledge about print Focus on Phonics

 Book orientation Sound Waves
 Print orientation/directionality
Literacy Continuum
 One-to-one correspondence
Metalinguistics

 Identify letter, word, picture

Phonemic Awareness
 Syllables
 Sound awareness
 Rhyme
 Onset and rhyme
 Alliteration
 Blending phonemes

Graphophonics Sound Waves

Phonics

Literacy Continuum

Decoding Strategies First Steps in Reading

 Re-reading Wooroolin SS Reading Strategies for Explicit
 Reading on Instruction—decoding
Decoding

 Sounding out Literacy Continuum

 Chunking
 Using analogy
 Predicting
 Consulting a reference

Reading is our thing!

 What resources support teaching the
aspects of reading?
Teaching Emphases Resources
Fluency—the ability to read accurately, quickly, expressively with First Steps in Reading
good phrasing and with good comprehension
Literary Continuum
Automaticity—of word recognition and the ability to work out
unknown words
Phrasing—the ability to use the cueing systems to maintain
meaning
Expression—ability to use pitch, tone, and rhythm to construct
and enhance meaning
A Broad and Deep Vocabulary Literacy Continuum
A broad and deep vocabulary is directly related to knowledge
acquisition and promotes further learning. It is critical to the
improvement of comprehension and written expression.
Active Comprehension Strategies Commercial Resources (examples)
 Predicting  CARS & STARS (Hawker Brownlow)
 Previewing & setting a purpose connecting
 PM
 Comparing
 Inferring
 Synthesising
 Creating images/visualising
 Self-questioning & self monitoring

Active Reading

Skimming
 Scanning
 Determining importance/finding main idea
 Summarising & paraphrasing
 Adjusting reading rate
 Sequencing
 Retelling & recalling detail
 Activating prior knowledge
Knowledge of Texts and Textual Features
Some examples of these elements include:
 Organisational devices
 Headings
 Tables
 Graphs
 Cohesive devices
 Sentence and clause structure
 Word choice
 Figurative devices
Knowledge of the World
 Field knowledge
 Discipline knowledge
 Making connections between new and old ideas and
across text
 Recognising multiple meanings
 Vocabulary mastery

Reading is our thing!

 QAR (Question-Answer Relationship)
IN THE BOOK IN MY HEAD
Right There Author and You
The answer is in one place in the The answer is not in the text. Think about how
text what you know and what is in the text fit together.
 Reread  Reread
 Scan look for key words  Think about what you already know and what the
1. The answer is usually contained in one sentence and is easy author says predict
to find 1. The reader must read the text to answer the question (text
2. Often the same words that make up the answer are found in dependent)
the question 2. The reader muse use inferential thinking in order to answer the
3. Question stems often begin with: question
3. Question stems often begin with
When is/was ...? Who is/was ...?
Who can you conclude …? How can you tell …?
What is/was …? Where is/was …?
Who does it remind you of …?
4. The reader only needs literal thinking to answer the question
4. The reader relies on prior knowledge and experience
5. The reader must look for clues and evidence (prove the
answer with details)
6. The reader must read between the lines as the answer is not
explicit in the text

Think and Search On My Own

The answer is in several places in the text The answer is not in the text
 Skim or reread  Think about what you already know
 Look for important information summarize  Think about what you’ve already read before making
1. The answer is found in more than one place. The parts must
connections
be put together to answer the question 1. The reader need not read the text in order to answer the
2. The words in the question may or may not be the same words question
used to answer the question 2. The reader must use inferential thinking
3. Certain words—including pointer/signal words, plurals, and 3. Question stems often begin with:
conjunctions—indicate that the answer is in more than one
place Do you believe …? How do you know …?
4. Question stems often begin with: How would you …? Have you ever …?
Contrast … Explain … What were ...? 4. The reader relies on prior knowledge and experiences
Compare … Summarize 5. The reader must use his own ideas and opinions to answer the
questions
5. The reader only needs literal thinking to answer the question

 I can use QAR when I need to answer questions or create questions

 I can use QAR whenever I need
 I can use QAR to help me understand and talk about what I read

Reading is our thing!

 Reading Strategy Student Prompts—Decoding

Reading is our thing!

Reading Strategy Student Prompts—Comprehension

Reading is our thing!

Reading Strategy Student Prompts—Comprehension

Reading is our thing!

 OneSchool Data Input Cheat Sheet
Scheduling Assessment Items (for first time in year)
1. Login to OneSchool
2. Click ‘curriculum & Assessment’ tab at top
3. Click ’Maintain Schedule’
4. Click ‘Diagnostic/Standardised/Class Markbooks’ tab
5. Choose ‘Diagnostic/Standardised Text’ as Schedule type
6. Select appropriate Curriculum Period
7. Choose ‘My Class’ as the mode
8. Select year level, then ‘Search’
9. Next to appropriate text, select ‘Edit’
10. Select date that test was/is due to be administered
11. Click ‘Save’

Re-Scheduling Assessment Items (for second time in year)

1. Following steps 1-9 from the “Scheduling Assessment Items’ section above
2. Select ‘Date View’ tab
3. Click the ‘Add New’ icon
4. Select date that text was/is due to be administered
5. Click ‘Save’
6. Click ‘Markbook’ to open it
7. Scroll to the right to see the added columns for the newly scheduled item to enter data into

Inputting Date for an Assessment Item

1. Click ‘Curriculum & Assessment’ tab at top
2. Click ‘Assessment’ from the drop down menu
3. Click ‘List Assessment Records’ from menu
4. Choose ‘Curriculum Period’
5. Choose your class
6. Your will see Unit Plan Assessments and Class Markbooks (optional) for your class
7. Scroll down to ‘Diagnostic/Standardised Assessment’
8. Select the icon next to the test to open up the Markbook
9. Click in the blue shaded boxes to enter the data for each child
10. Enter your data using the notes below. The ‘Updated’ box will show an ‘x’ to assist teachers in making sure data is entered for each child
11. Click ‘Save’ at the end!

Entering test dates into Markbooks

 The pre-existing date you scheduled will already be there. To enter the actual date that the child completed the assessment, click in the
blue ‘Test Date’ box
 Type the date in the following format eg. 14-02-18 for the 14 Feb 2018
 The markbook will adjust the date to the OneSchool date format
 You can copy and paste the date

Saving or Printing a Class Report

1. Follow steps 1-8 from the ‘Inputting Data for an Assessment Item’ section above
2. In the ‘Available Reports’ drop down the menu, choose ‘Diagnostic/Standardised Test Markbook’
3. Complete the search criteria, choose from PDF or Excel format then click ‘Generate Report’
4. Save and print the report as needed

Reading is our thing!