NSW Curriculum and Learning Innovation Centre

Phase 1 Module 1 IntroductionNSW Curriculum and Learning Innovation Centre

NSW Curriculum and Learning Innovation Centre

Introduction


We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.

We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.

We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

Acknowledgement of Country


Standards addressed at Professional Competence in this workshop include:

1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students.

6.2.1: Reflect critically on teaching and learning practice to enhance student learning outcomes.

6.2.3: Engage in professional development to extend and refine teaching and learning practices.

Professional Teaching Standards


Introduction

During this session, you will:

• understand the rationale for Focus on Reading 3-6

• begin to think about changes to teachers and their teaching, students and their learning, the school and its culture

• define ‘reading Y3-Y6’ and examine the critical aspects of literacy that apply to reading in the 3-6 years of schooling

• be aware of six key strategies that students need to understand and use when comprehending texts.


Focus on Reading 3-6 in schools

Prerequisite for Phase 2

Leading FoR 3-6 in your school program

Phase 1- focus on comprehension

Focus on Reading 3-6 Participant program

• school-paced workshops

• between-module tasks.

Focus on Reading 3-6 Participant program

• school-paced workshops

• between-module tasks.

Phase 2 (optional)- focus on vocabulary knowledge

and fluent text reading

Ongoing support• in-school, within your region, NSW CLIC• program support and resourcing.

Leading FoR 3-6 in your school program


Phase 1 - Comprehension

Learning Teaching Teaching and learning

Understanding the nature of Stages 2 & 3 learners; the texts they read/need to read and expectations.

Building deep understanding of how to explicitly teach six key comprehension strategies (predicting, visualising, questioning, summarising, making connections, monitoring) in balanced and integrated ways.

Plotting and monitoring student progress against the comprehension learning sequence and taking into account analysis of student data.


Prerequisite for Phase 2

Focus on Reading 3-6 Regional Leading Trainer program (initial and ongoing training)

Phase 1- focus on comprehension

Focus on Reading 3-6 Trainer program

• incorporates Participant and Leading FoR3-6 in your school

• additional literacy research and professional learning.

Focus on Reading 3-6 Trainer program

• incorporates Participant and Leading FoR3-6 in your school

• additional literacy research and professional learning

Phase 2 - focus on vocabulary knowledge

and fluent text reading

Focus on Reading 3-6 in regions

Ongoing support and professional learning• from NSW CLIC• within and across regions.


Focus on Reading 3-6 Participant program overview

Module 1 Between-module

tasks

Module 2 Between-module

tasks

Module 3 Between- module

tasks

Module 4

Introduction

Learning (2 hr workshop)

Learning(2 hr workshop)



Teaching (2 hr workshop)

Teaching(2 hr workshop)



Teaching and Learning (2 hr workshop)





Leading Focus on Reading 3-6 in your school program

Module 1

1 x 2hr

Between-module tasks

Module 4

1 x 2hr

Module 3

1 x 2hr

Module 2

1 x 2hr

Leadership FoR and of 3-6 literacy

learning

CultureFoR 3-6

comprehension

Leading FoR 3-6

differentiation

Leading FoR3-6 success


• supports teachers to understand and deliberately teach reading strategies that will specifically enable students in years 3 to 6 to access the range of texts they are required to comprehend in the middle years.

• engages participants in opportunities to reflect on their current teaching philosophy and to refine their teaching practice through action learning

• provides participants with frameworks derived from research, to construct new understandings about how students should be learning and how teachers should be teaching in the 21st century

Focus on Reading 3-6

A professional learning program that:


Phase 1 Phase 2 Participant Program

Suggested texts


Moral purpose

professional learning

precision

personalisation

making a difference in the lives of students

committing to reducing the gap between high and low performers within your school or district

contributing to reducing the gap in the larger environment

transforming the working (or learning conditions) of others so that growth, commitment, engagement, and constant spawning of leadership in others are being fostered.

Setting the scene

‘Breakthrough solutions’


Reflect in the present(reflection-in-action)

Reflect forward(reflection-for-

action)Reflect within

Reflect back(reflection-on-action)

setting the scene

‘reflective practice’


Level 1: Tangible elements(the tip of the iceberg)

Level 2: Values & beliefs(above waterline and partly visible below the waterline)

Level 3: Underlying assumptions(under the water and out of sight)

Setting the scene

‘School culture and structure’


Teachers and their teaching

Students and their learning

School and its culture

LearningTeachingTeaching & learning



Change practice


Connections to DEC initiatives and resources


Formative and summative assessment


Reading is a tool not a goal.

Reading: A valuable tool


Making connections

Reading and viewing, talking and listening, writing and representing are integrated. The explicit teaching of reading usually occurs during a literacy/English block/session.

Many students are beginning to move or have moved, beyond the ‘learning to’ phase of reading development.


In recent years adolescent literacy has been rated as the ‘hottest’ topic in literacy education.

Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009)

Adolescent literacy


By the time students reach high school, they are less likely to:

read on their ownbe interested in reading

be proficient in reading.

These declines in motivation and achievement seem to have their origins in upper primary grades.

Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009)

Decline in motivation and achievement


What might be the reasons for this decline?Brainstorm

Decline in motivation and achievement


What the research says about ‘the fourth grade slump’

Move from an emphasis on strategies for decoding and fluency to an emphasis on using reading for understanding new concepts and ideas.

Students are expected to read and learn about unfamiliar topics (unfamiliar vocabulary, complex linguistic structures).

Comprehension is more challenging. Implications for your teaching?


The critical aspects of literacy that apply to reading in Y3-Y6

Constrained skills:• Phonemic awareness• Phonics • Concepts about print

Unconstrained skills:• Comprehension • Vocabulary knowledge • Reading texts


Reading Y3-Y6

In pairs read one of the articles on pages 11 to 16.

Identify key points for:

Comprehension Vocabulary knowledge Reading texts.

With these key points in mind, record your group definitions on page 17 of your workbook

Readings


What do Y3-Y6 readers need?

Recognise words on the page automatically and can decode unfamiliar words quickly. (Ehri & Snowling, 2004; Rasinski et al., 2005 cited in Wharton-McDonald, R. & Swiger, S. 2009)

Read text fluently.

Have a repertoire of comprehension strategies and know when and how to combine them.

Employ metacognition to monitor their reading processes.

Know a lot of word meanings (vocabulary).

Know a lot about the world. (Anderson & Freebody, 1981 cited in in Baumann)


Focus on Reading 3-6 (FoR 3-6)

This professional learning program will focus on:

Reading textsPhase 2

Vocabulary knowledgePhase 2

ComprehensionPhase 1

Definitionsp. 17


• Readers need access to the words on the page – quickly and accurately.

• Students who lack fluency and automaticity read less and avoid difficult materials.

• This affects not only comprehension but also restricts one of the avenues of learning. (Allington, 2006; Rasinski & Hoffman, 2003 cited in Wharton-McDonald & Swiger, 2009)

Why include reading texts?


Why include Vocabulary knowledge?

In relation to the ‘fourth grade slump’ … students’ decline began not in overall comprehension, but with a slip in word meanings, evident in fourth grade. (Chall & Jacobs, 2003 cited in Wharton-McDonald & Swiger, 2009)

Word knowledge is cumulative. (Stahl & Nagy, 2006 cited in Wharton-McDonald & Swiger, 2009)


Why include Comprehension?

Skilled readers:

construct meaning using metacognitive

strategies, for example: predicting, visualising,

questioning, summarising, making connections,

monitoring comprehension

knowledge

comprehension

knowledge (Pearson, 2009)


A final note on comprehension instruction

Durkin 1979 found that in the 4 469 minutes of reading instruction she observed, 10 minutes were devoted to teaching comprehension. (cited in Wharton-McDonald, R. & Swiger, S. 2009)

Taylor & Pearson 2002 report that even in exemplary classrooms, very little comprehension instruction takes place. (cited in Wharton-McDonald, R. & Swiger, S. 2009)


The strategies pinwheel


Between session task

1. Read at least two of the readings provided about comprehension

2. Record your thoughts in your workbook on page 24 and 25 as you read.

3. Complete the Teacher comprehension survey.

4. Bring your thoughts to the next session.


Reflection

Making a difference in the lives of students

Committing to reducing the gap between high and low performers

Contributing to reducing the gap in the larger environment

Transforming the working conditions (or learning conditions) of others so that growth, commitment, engagement, and constant spawning of leadership in others are being fostered.

What do these statements mean to you?


Baumann, J. F. (2009) ‘Vocabulary and reading comprehension: The nexus of meaning’, in Israel, S. E. & Duffy, G. G . Handbook of research on reading comprehension ,Routledge, New York, pp 323-346.

Fullan, M., Hill, P. & Crevola, C. (2006) Breakthrough, Change Forces, Education in Motion.

Hoyt, L. (2009) Revisit, Reflect, Retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, NH.

Paris, S. G. (2005) ‘Reinterpreting the development of reading skills’, Reading Research Quarterly, Vol. 40, No. 2, April/May/June, pp. 184–202.

Pearson, P.D. (2009) ‘The roots of reading comprehension instruction’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension, Routledge, New York.

Professional Teaching Standards, NSW Institute of Teachers, located on website viewed 16 September, 2009. <http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdf>

Wharton-McDonald, R. & Swiger, S.(2009) ‘Developing higher order comprehension in the middle grades’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension. (2009) Routledge, New York, pp. 510–530.

York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J.(2006). Reflective Practice to Improve Schools An Action Guide for Educators, Second Edition Thousand Oaks, CA: Corwin Press.

Bibliography

NSW Curriculum and Learning Innovation Centre

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