Statement about Reading Differentiated Curriculum I Do, We Do, You Do.The teaching and learning of a reading is a key priority in schools of the central Queensland region. Improved student achievement in outcomes in reading secures success across all the learning areas and beyond.

Reading is a social and critical practice. Print, oral and media text are read for enjoyment to find information and to learn. Comprehension is the goal of reading. 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, and filtered through the readers prior knowledge. Proficient readers can identify the universal theme, comma issues or the BIG IDEAS of a text. The Four Resources Model categorises reader roles into four integrated practices: Code Breaker, Text Participant, Text User and Text Analyst.

A cone represents differentiated instruction based on student need.1. Explicit teaching for all students in response to achievement

data.2. Targeted teaching strategies developed collaboratively.3. Intensive collaborative teaching in critical areas:

Decoding Fluency Comprehension Higher Order ThinkingPersonal Vocabulary High Frequency & Everyday

Vocabulary Specialised Vocabulary Technical Vocabulary

Mine, Our, Yours the gradual release of responsibility model describes a balanced approach to the teaching and learning of reading from teacher directed to independent reading practice.

I Do, We Do, You Do builds upon a range of existing school resources and reading instruction practices and provides a language to describe reading instruction across a whole school community.

I Do, We Do, You Do aims to develop fluent, competent, confident, independent problem solvers who willingly read more and read more widely across the learning areas and

beyond the schooling years.

EVERY DAYI Do (Red Light) Show Me! Model the habits and strategies of a proficient reader to students.

We Do (Amber Light) Help Me! Conduct regular guided reading instruction to teach the strategies with students.

You Do (Green Light) Let Me! Encourage and give time for independent fiction and non-fiction reading by students.

The Teaching-Learning-Cycle of modelled, shared, guided and applied learning also describes the needs based instructional groupings in an effective differentiated reading classroom.

Overview of Reading Activities and PedagogyMonday Tuesday Wednesday Thursday Friday

P-3 ModelledGuidedIndependent ReadingDistribution of home readersStrategiesSight Words (Rolleston SS Sight Word Program)Shared ReadingJolly Phonics (Prep and Year 1)

ModelledGuidedIndependent ReadingDistribution of home readersStrategiesSight Words (Rolleston SS Sight Word Program)Shared ReadingJolly Phonics (Prep and Year 1)

ModelledGuidedIndependent ReadingDistribution of home readersStrategiesSight Words (Rolleston SS Sight Word Program)Shared ReadingJolly Phonics (Prep and Year 1)

ModelledGuidedIndependent ReadingDistribution of home readersStrategiesSight Words (Rolleston SS Sight Word Program)Shared ReadingJolly Phonics (Prep and Year 1)

ModelledGuidedIndependent ReadingDistribution of home readersStrategiesSight Words (Rolleston SS Sight Word Program)Shared ReadingJolly Phonics (Prep and Year 1

Middle Phase 4-7 ModelledGuidedIndependent ReadingDistribution of home readersStrategies (First Steps)Sight Words(Rolleston SS Sight Word Program)Shared Reading

ModelledGuidedIndependent ReadingDistribution of home readersStrategies (First Steps)Sight Words(Rolleston SS Sight Word Program)Shared Reading

ModelledGuidedIndependent ReadingDistribution of home readersStrategies (First Steps)Sight Words(Rolleston SS Sight Word Program)Shared Reading

ModelledGuidedIndependent ReadingDistribution of home readersStrategies (First Steps)Sight Words(Rolleston SS Sight Word Program)Shared Reading

Five aspects of Reading` Fluency Vocabulary Knowledge of Text Knowledge of the world Active reading strategies

Feat

ures

Text processing strategies

Metalinguistics -phonological awareness- graphononics

Automaticity of word decoding

Sight word automaticity and accuracy

Oral Delivery (Expression/Prosody)

Oral language Language-rich environment World learning strategies*

contextual – context clues * morphemic –word parts * definitional use

Metalanguage of reading

Genre/Text Types across learning areas

Audience/Purpose of texts Text form/structure Text annotation Graphic overlays Functional grammar colour

coding Compare/contrast text

types

Connection of known to new knowledge

Building of field/subject/domain knowledge

Identification of universal themes or Big Ideas

Encouragement of questioning, sense of wonder and investigation

Interest in local and current events

Strategy use Before- During and After reading

Metacognitive use of Comprehension Strategies: activate prior knowledge, predict, question, infer, identify main ideas, visualise, monitor, summarise, reflect

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Daily reading I Do, We Do, You Do.

3 Cueing Systems Word Sorts

–Letter/Sound/Meaning patterns

Practice of sight and high frequency words

5 Finger Test for independent text choice

Repeated reading and revisiting of text

High accuracy independent reading

Rapid Reads sets of words from focus text

Word Walls, Key vocabulary lists Dictionary, thesaurus, glossary use Word Work eg. Word Clines,

Translations, Semantic Map eg. Frayer’s Model, www.visuwords.com

Support-a-Talker eg. Barrier Games Summary –

process/participant/circumstance Cloze Cloze Multiple Choice

Text annotation Graphic overlays Functional grammar colour

coding Compare/contrast text

types Summary – Narrative – 4

Steps Summary Exposition IBET Summary – Report – 5 Fact

Stack Summary – Procedure –

Freeze Frames

Connect -Text to self – Text to Text – Text – to World

Inquiry learning Shared experiences Creative representation of

theme View and respond to

current affairs eg. BTN

Think Alouds Reciprocal Teaching SCORE Top Level Structure (and

its associated graphic organisers and signalling words)

3 Level Reading Guide Questioning eg. 5W + H,

Q Cube, Q Chart Higher Order Thinking

eg. Blooms 6 Hats Higher Order Thinking

eg. Blooms 6 Hats

Asse

ssm

ent

In context of learning area tasks

Letter, sound, sight word checklists

Oral Deliver (Expression) checklist

Running Record

In context of learning area tasks WORDY Vocabulary Continuum Cloze Multiple Choice

In context of learning area tasks

WORDY Vocabulary Continuum

Cloze Multiple Choice

In context of learning area tasks ‘Visible Thinking’ to

capture and compare pre and post-reading data eg. Word Webs, KWL, probe question

In context of learning area tasks

Multiple choice Cloze Short answer

Reading AssessmentWhat When

Sightwords – Prep – Year 7 WeeklyPM Benchmarks Prep – Year 6 Every 4 Weeks

Probe – Year 4-7 Begin Term1, End Term 2, End Term 4

Concepts About Print - Prep/Yr1 Term 3 and 4Waddington ReadingPrep – Year 7

Test 1 – Term 2 Test 2 –Term 4

Explicit Teaching Emphases Environment and Attitude Supportive classroom, Use of Texts/ sight Word program Contextual Understanding Conventions Processes and Strategies

Pre-reading→ Skim & Scan→ Connect &Question → Organise your Thinking → Read & Reflect → Be the Expert → Vocabulary → Cold Timing→ Linger Longer → Sentence Work → Top Level Structure → Repeated Reading → Comprehension strategy → Word Work → Textual Knowledge → Extension Work →Hot Timing →Post-Reading data → Reflection

Using Student DataThe ‘Infinity Loop’ model represents the use of students data for improved student learning using targets and goal setting combined with the process of data analysis and planning. Collaborative enquiry to:

Set aspirational targets ( what they believe they can achieve)

Work towards continuous improvement of teaching and learning

Build a culture of data inquiry Improve teacher pedagogy

Explanation of Teaching Strategies

Guided Reading and Questioning

Differentiated groups, targeting reading and comprehension strategies specific to the students needs

Supported student reading that is segmented and focuses on a variety of reading strategies

Students are given the opportunities to make mistakes in their reading and supported to identify and fix them

Modelled Reading

Teacher demonstrates the thinking that occurs during the four roles of reading-code breaker, text user, text participant and text analyst

Students may provide input as they become more confident with the texts

Independent Reading

Independent reading provides sustained, uninterrupted time when students can read to themselves to practice and consolidate the skills and knowledge they have gained in modelled, shared and guided reading.

Shared Reading

Modelled and shared reading is a strategy that is used to buld students knowledge and make them aware of the thinking processes and comprehension strategies that they may not have been exposed to yet. During this time the teacher makes explicit the knowledge and skills needed to interpret a text created by someone else.

Strategies for Parent /Community Support

Share reading program with community through Newsletter, P&C meeting, , information sessions

Support-A-Reader training for parents and community Information regarding the importance of reading Home Reading

Key Reading Resources

Australian Curriculum EQ Learning Place ACARA NAPLAN 2011-11-22 First Steps Reading Map Tactical Teaching :Reading (2009) My Read strategies for teaching reading in the

middle years Yr 1 to 3 Teacher professional Development

Program & Focus on Phonics Kit Literate Futures: The Teaching of Reading for a

Multiliterate World. SCORE and Reading-on-the-same-page

Rolleston State School’sReading Framework

2012