Northern Adelaide RegionComprehension Strategy

Mod

ule

1: In

trod

uctio

nJulie Fullgrabe, Regional Curriculum

Consultant D

ebbie Draper, Regional Curriculum

ConsultantPeta G

ad, Regional Curriculum Consultant

Overview• NAR DIAf Improvement Cycle• Standards and NAPLaN• Big Six & Comprehension StrategiesMorning Tea• Gradual Release of Responsibility / TfELLunch• Professional Learning Communities

How does the Facilitator Support Model work?• Schools identify and nominate teachers / leaders to be

supported as facilitators through a course delivered by regional personnel. This enables the facilitators to tailor professional learning for their colleagues at school and contribute to whole school approaches to comprehension improvement through a professional learning community approach.

• The Facilitator Support course consists of a series of modules that can be accessed dependent on site needs.

• How do we know if it is working?

https://www.surveymonkey.com/s/FSMcapacitymatrix

http://www.decd.sa.gov.au/northernadelaide/pages/comp/

What are the targets set against the standards?

Reading Levels NAPLaN bands

SACE – C grade + TER, successful pathways

StandardsStandardsRunning RecordsRunning Records

YEAR Reception Yr 1 Yr 2

Level 10 or above 20 or above 26 or above

NAPLAN ReadingNAPLAN Reading

YEAR Yr 3 Yr 5 Yr 7 Yr 9

Proficiency Band

4 or above

6 or above

7 or above

8 or above

StandardsStudent Achievement• Running Records – how are they analysed to

determine levels of comprehension?• NAPLaN proficiency bands – what does this mean

in terms of reading / comprehension?• What about reading skills that are needed for

independent comprehension – oral language, alphabet knowledge, phonemic awareness, phonics, vocabulary and fluency?

• What comprehension strategies do we expect our students to use and how do we know if they can?

Standards

Organisational Conditions• What does this mean for teacher

practice?• What does this mean for leadership

practice?• What does this mean for site practice?

Alignment• Doesn’t mean do everything at once• Could mean focus on one skill to start with e.g.Inferencing What does this look like at each year level?- Check Australian Curriculum / SACSA / SACEWhat does it look like in all learning areas?How might we teach it?- Check TfEL- Gradual Release of Responsibility / Apprenticeship

Model- Refer to Comprehension Resources

DRAFT STATEMENTThe key leverage points for sites that have been successful in achieving significant improvement in their reading and comprehension outcomes for students Shared and agreed purpose that drives a commitment to improved literacy achievement with high expectations for all students Collective ownership of a whole school literacy plan aligned with the NAR Improvement Cycle Agreements for what is taught, how it is taught and when it is taught that brings coherence and consistency to the school’s reading programs Shared understanding of how students learn to read and the processes & strategies students require to successfully comprehend texts Consistent and responsive pedagogical practices that teach students how to read and comprehend texts Formative and summative assessment processes aligned to the region’s comprehension targets, which are used to inform teaching practice and site improvement. Targeted professional learning that includes opportunities for staff to learn about, discuss and understand, observe and analyse approaches to the teaching, learning and assessment of reading.

See handouts

The Gradual Release of

Responsibility

Frayer Model

This is what sorry looks like…

This is what tired looks like…

This is what comprehension looks like…

http://dww.ed.gov/Reading-Comprehension/Teach-Comprehension-Strategies/learn/?T_ID=36&P_ID=97&intID=2206&t=1#learn

http://dww.ed.gov/Reading-Comprehension/Teach-Comprehension-Strategies/see/index.cfm?T_ID=36&P_ID=97&c1=2447&c2=2207&c3=2205

The Power of Modelling

• Why?– Humans mimic or imitate– Mirror neurons– Students need examples of the type of

thinking required– Facilitates the use of academic language

Why Do We Model?

TRANSPARENCY

Students are invited into the mind of someone who can already solve the problem or use the skill/strategy.

Modelling Think-Alouds: DefinitionA think-aloud of reading is creating a record, either through writing or talking aloud, of the strategic decision-making and interpretative processes of going through a text, reporting everything the reader is aware of noticing, doing, seeing, feeling, asking, and understanding as she reads. A think-aloud involves talking about the reading strategies you are using and the content of the piece that you are reading.Wilhelm (2001). Improving Comprehension through Think-Aloud Strategies, p. 19.

http://www.youtube.com/watch?v=G0ZHimY5YZo&list=PL5178787DB725559D&index=37&feature=plpp_video

Scaffolding:Gradual Release of Responsibility

Explicit & SystematicInitial Instruction

Modelling & Think Alouds Prompts

Student Practice with Teacher Guidance

Independent Practice

StudentStudentMasteryMastery

Student Attentiveness and Participation

Guided Practice withCorrective Feedback

Concept Knowledge, Skills & Strategies

Teacher Responsibility

Application of new skills and strategies

Formative Assessment

Reading Centres

http://stt-sharedreading.wikispaces.com/file/view/WEB+VERSION+Read+On+Optimised.pdf

Gradual Release of Responsibility 02:12

Non Examples?

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

“I do it”

Independent

“You do it alone”

And in some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

“I do it”

Independent

“You do it alone”

“We do it”

What works…TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson I do it

Independent You do it alone

We do itYou do it together

Guided

Collaborative

What also works…TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson I do it

Independent You do it alone

We do it

You do it together

Guided

Collaborative

What also works…TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson I do it

IndependentYou do it

alone

We do it

You do it together

Guided

Collaborative

Modelled:Model the Comprehension Strategies using Read Aloud / Think Aloud- Making connections- Questioning- Inferring- Visualising- Determining Importance- Summarising- SynthesisingConsider- Fluency- Vocabulary

Shared:Model, with student input and interaction, the Comprehension Strategies using Read Aloud / Think Aloud- Make them explicit- Create visual supports e.g. Anchor Charts, role cards

Guided:• Model the reading and

comprehension strategies in guided reading

• Provide explicit feedback to students about their use of the strategies

Independent:Provide opportunities for

independent use of the strategies through

• Reciprocal Reading• Literature Circles• 5 R• Cross age tutoring• Independent reading with

response activities

Independent Use of Strategies• Routines are settings where students can apply

the strategies that have “become so ingrained that they can be used successfully on a regular basis.” (McLaughlin, 2003)

• Before students get to this level they must clearly understand the purpose of the routines, why they are taking part in them and exactly how they are to be conducted.

• These routines and their implementation should be fully scaffolded by the teacher.

Guided Reading 01:53

http://www.youtube.com/watch?v=fMctcIOWVHw&feature=related

http://www.youtube.com/watch?v=3mZ9nqYvU1k

Frayer Model

Independent Learning Modulehttps://sites.google.com/a/mcoeapps.org/grr/home

Video about using GRR with prepositions http://www.youtube.com/watch?v=lUawmCJX6zo&feature=related

Video about the theory behind GRRhttp://www.youtube.com/watch?v=T2kthBiYHF4&feature=related

Professional Learning

Communities

What is the one behaviour that most frustrates you about

working with others in a team?

Team Norms

1.

See handout

Solution Tree Rick DuFour on Groups vs Teams 03:49 http://www.allthingsplc.info/

Developing Team Norms

Some PLC

Stories

Solution Tree: Becky DuFour 02:23

1. Embrace learning as our fundamental purpose

2. Build a collaborative culture

3. Use results to drive our effort

Students were surveyed

Spelling Engagement

Authentic

Strategic

Ritual

Retreatism

Rebellion

Spelling Engagement (female)

Authentic

Strategic

Ritual

Retreatism

Rebellion

Spelling Engagement (male)

Authentic

Strategic

Ritual

Retreatism

Rebellion

Perception Strategies used Activities enjoyed Activities not enjoyed

At Spelling I amReally good – I can spell lots of words = 3

Pretty good for my age = 8

Average = 7

I have a bit of trouble with spelling = 2

I really struggle with spelling = 1

Sound it out (11) Write it out (5)Spell it in my head (4)Ask a friend (4)Have a guess / try (4)Break up the word / syllables (3)Dictionary (3)Write it down different ways & choose best (2)Say it to myself (2)I picture it in my mindLSCWCStep wordThink of other words like itDo activities with the words and remember it

Find a word (6)Dictionary meaning (4)Word cricket (4)Crossword (3) Don’t enjoy any (3)Step words (3)Syllables (3)Making props (2)Word snakes (2)Alphabetical orderAntonymsChain wordsColour wordsEyes closed wordsIllustrationsLearning my list wordsMaking an ad with themSentencesSpelling chainsSport spellingSynonymsWord snakesWrite words on white boardWriting stories

Dictionary meanings (11)Synonyms (4)All of them (4)Antonyms (3)Chain words (3)Cross words (2)None (2)Sentences (2)Shape words (2)Speed typingStep words (2)Acrostic poemsTV adsWord cricket

Differentiated Spelling

Diagnose (skills, engagement, strategies)Differentiate (lists, strategies, activities)

Engage (technology, hands-on, games, MI strategies)

http://prezi.com/awchwri4tn23/present/?auth_key=usx8ke2&follow=vouyykrrb20m

YourPLC

Stories

Inquiry Cycle

What?

When?

Who?

How?

Where?Why?

snow car

4 Key Questions for PLC’sfor PLC’s1. What is it we expect them to learn?2. How will we know when they have

learned it?3. How will we respond if they don’t

learn it?4. How will we respond if they already

know it?

What are they expected What are they expected to learn & why is it to learn & why is it

important?important?•EY Learning Framework•Australian Curriculum

•SACE

1

Aligning What and How our SA reference pointsour SA reference points

What do they What do they bring?bring?

Prior skills, knowledge Prior skills, knowledge and understandings? and understandings?

TfEL 4.1 & 4.2TfEL 4.1 & 4.22

What does the What does the expected learning expected learning

look like at this level?look like at this level? •EY outcomes

•AC Achievement Standards

•SACE performance standards

3

How will we How will we assessassess the the learning? learning?

How will they How will they demonstrate their demonstrate their

learning?learning? Assessment in authentic Assessment in authentic

contextscontexts TfEL 4.3TfEL 4.3

4

Design the learning Design the learning plan plan ....

Design & sequenceDesign & sequenceTfEL 1.6TfEL 1.6

Referenced against domains 2-4

6

How will I How will I engage, engage, challenge and supportchallenge and support

their learning?their learning?TfEL D 2, 3 & 4 TfEL D 2, 3 & 4 5

What do I want them to learn?

How will I know ifthey got it?

So what will we doto get there?

TfEL Team, 2012

What ?

This element involves:using strategies for reading and viewing texts, including using applied topic knowledge, vocabulary and visual knowledgelistening for information and to carry out tasks and participate in discussionsusing strategies for comprehending spoken, written, visual and multimodal texts, including retrieving literal information and making inferences.

Comprehending texts through listening, reading

and viewing What ?

Comprehending learning area texts By the end of Year 2 students:understand and use different types of learning area texts to explore topics, gather information and make some obvious inferencesBy the end of Year 4 students:retrieve and understand literal information in learning area texts, and make inferences to expand and link ideas and to comprehend and interpret textsBy the end of Year 6 students:understand, interpret and analyse information and ideas in learning area texts, comparing content from a range of sources and analysing similarities and differences in texts on similar topics or themesBy the end of Year 8 students:understand, interpret and evaluate literal and inferential information in learning area texts, identify main ideas and supporting evidence, and analyse different perspectives and points of viewBy the end of Year 10 students:understand, interpret and evaluate information within and between learning area texts, combining, connecting, comparing and synthesising ideas and concepts, and identifying perspectives and evaluating supporting evidence

What ?

Doing What Works – Unpacking Standards 6:25

How?

3. DIFFERENCES BETWEEN READING IN PRIMARY AND SECONDARY CLASSROOMSSousa defines three major differences between the developmental reading (learning to read) that students experience in primary classrooms with the expository reading (reading to learn) that students experience in secondary classrooms.1.The first difference is in learning new vocabulary. In developmental reading, vocabulary is taught in context, meaning is clarified and words are rehearsed and practiced at a pace that most children can accomplish. In content courses, the vocabulary used in basic texts is highly specialised and technical, and often presented so quickly that students often have little time to comprehend its meaning.2.The second difference lies in the way concepts are introduced and explored. In developmental reading, teachers present concepts that are familiar, and they cover them at a pace that is appropriate for most students. In content courses, teachers present concepts that are unfamiliar and complex, usually at a rapid pace because there is so much to cover.3.The third is in the specialised type of reading that is needed for some courses, such as the ability to read charts, tables, graphs, globes and technical instruments. Sousa, D. (2006), pp. 175 - 176.

How?What?

http://dww.ed.gov/Adolescent-Literacy/topic/index.cfm?T_ID=23

What? How?

Doing What Works - Articulation Meetings 4:04

We know students benefit when teachers work collaboratively toward the common goal of high levels of learning for all. Specifically, students benefit when teams of teachers focus on clarifying what kids should know and be able to do, create common formative assessments, design systematic pyramids of intervention, and provide more time and support to those students who don’t learn in the course of initial instruction. Finding answers to these critical questions is the work of an effective teacher team.

Genre in Secondary SchoolsDesigned to build facilitator capacity for a school-based literacy leader around purposes,

structures and language features of different written texts. Offered separately to 6/7 and secondary facilitators.

Genre MappingDesigned to support the whole school literacy improvement plan through the development of a school genre

map. Genre maps are integral to the design of teaching and learning programs across the school. Genre Mapping is offered by the region as a facilitator support module.

Years 3-12 - Primary and Secondary are offered separatelyMiddle Years Literacy ProjectFocus on Aboriginal Learners

Exposition: Literacy requirements & assessment

Tactical Teaching: How to help students use reading processes, How to make

reading strategies visible, How to build text from knowledge

Facilitator Support ModulesIntroduction to NAR comprehension priority & improvement cycle, Fluency & Automaticity,

Monitoring Comprehension, Phonics to Etymology, Vocabulary, Making Connections, Questioning, Inferencing, Visualising & Visual Texts, Non-Fiction Comprehension Strategies,

Mathematics & Comprehension, Digital Comprehension, Structures and Processes

Running RecordsFocussing on Literacy Improvement (Deslea Konza)

The Big Six / Waves of InterventionUni-SA modules

Topics TBATalking Literacies Emergent Literacy,

Phonological Awareness, Vocabulary, Making

MeaningPre R 1 2 3 4 5 6 7 8 9 10 11 12

https://www.facebook.com/home.php#!/pages/NAR-Comprehension-Network/347996428544253

http://www.decd.sa.gov.au/northernadelaide/pages/comp/

http://www.decd.sa.gov.au/northernadelaide/pages/fsm/facilitatorsupport/