Using data to inform teaching

Castlemaine PS

Year 3 – 6

November, 2009

READING WRITING SPELLING NUMERACY GRAMMAR1.91 4.05 1.74 2.14 1.692.09 1.48 1.96 2.22 1.912.27 2.68 1.96 1.912.78 1.48 2.15 2.06 2.793.46 3.36 2.31 2.71 3.011.96 2.04 2.31 1.77 2.223.1 2.68 2.71 2.95 2.593.88 4.19 2.83 3.012.96 3.11 2.83 2.39 3.183.28 4.19 2.83 3.05 3.612.78 3.6 2.95 2.55 3.182.78 3.84 2.95 2.39 3.382.78 3.36 2.95 3.05 3.012.78 3.36 2.95 2.22 3.94.26 3.6 3.07 2.14 2.792.69 3.36 3.19 2.79 2.793.1 3.6 3.31 2.06 2.594.26 3.36 3.56 3.26 4.262.44 2.47 3.56 2.31 3.014.14 5 3.95 3.26 3.93.88 4.33 4.74 3.15 4.264.41 3.84 5 2.79 3.614.14 3.84 5 3.88 4.264.14 4.48 5 3.15 3.9

READING WRITING SPELLING NUMERACY GRAMMAR1.01 0.33 0 0.89 1.190.95 0.48 1.13 1.49 0.61.14 0.63 0.54 2.21 0.832.94 1.3 2.88 2.34 3.3

1.48 2.88 0.942.81 1.48 2.25 2.47 2.952.56 1.66 2.88 3.38 2.951.75 1.66 1.13 0.75 1.293.2 1.66 3.01 2.21 2.141.87 1.66 1.34 2.34 2.141.87 1.85 2.12 2.09 1.962.44 1.85 2.38 2.21 2.622.81 2.04 2.75 2.93 2.952.56 2.04 2.88 3.07 2.952.68 2.04 2.75 1.65 2.952.44 2.04 3.16 1.65 2.951.99 2.25 2.12 1.65 3.32.68 2.68 3.16 2.21 2.363.12 2.68 3.92 1.8 3.971.87 2.68 1.98 2.09 2.362.94 2.89 3.01 2.47 3.973.04 2.89 1.98 1.49 1.96

3.11 4 2.953.12 3.11 2.88 2.93 3.31.87 3.36 1.84 1.96 2.953.42 3.36 2.38 2.76 3.33.12 3.6 4 1.96 3.3

Year 5Year 3

NAPLAN DATA FOR 2009

Analysis of reading skills

Year 3• Using contextual clues• Inferring character’s actions,

feelings or motives• Sequencing events• Identify main idea• Read on for clues• Connect ideas• Purpose of brackets• Identify an instruction• Identify key instructions

Year 5• Using contextual clues• Inferring character’s actions

or motives• Sequencing events• Infer message in text• Identify main idea• Read on for clues• Connect ideas• Purpose of brackets• Purpose of sub-headings

Analysis of reading skills

Year 3• Using contextual clues• Inferring character’s actions,

feelings or motives• Sequencing events• Identify main idea• Read on for clues• Connect ideas• Purpose of brackets• Identify an instruction• Identify key instructions

Year 5• Using contextual clues• Inferring character’s actions

or motives• Sequencing events• Identify main idea• Read on for clues• Connect ideas• Infer message in text• Purpose of brackets• Purpose of sub-headings

• Catching on to Comprehension (Pearson)• Strategies that Work (Harvey & Goudvis)• Reading with Meaning (Miller)• Teaching for Reading Strategies (LMR)• Guided Listening

Resources

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy

focus being taught. This is achieved by thinking

aloud the mental processes and modelling

the reading, writing, speaking and listening

The student participates by actively attending to

the demonstrations

SHARINGThe teacher continues to demonstrate the literacy

focus, encouraging students to contribute ideas and information

Students contribute ideas and begin to

practise the use of the literacy focus in whole

class situations

GUIDINGThe teacher provides

scaffolds for students to use the literacy focus.

Teacher provides feedback

Students work with help from the teacher and

peers to practise the use of the literacy focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DEGR

EE O

F CO

NTR

OL

What can we do now?

Introduction The ‘hook’A question to explore or ponderConnect with prior learningCatch their interest 20% of

lesson timeClear purpose or focusLearning intention

WALT and TIB (We Are Learning Today) and (This Is Because)When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. Marzano, 2003

Mini lessonModelling

Introduce new idea or informationModelQuestioning to establish understanding

Guided practice Students apply or practice skillTeacher observes and provides feedback 60% of

lesson timeIndependent practice Students apply new skill to a new situation to further develop understandingFormative assessment occurs now

Reflection Without reflection the lesson can be wastedReflect on what and how was learntReview key points 20% of

lesson time

What makes an effective lesson?

What does this really look like in the classroom?

Modelled lesson

HandThe answer is in the story and is

easy to findThe author said it Literal Reading on the

lines‘right there’

thinking

gatherdescribe

investigatesearch

talk aboutselect

listidentify

recall

HeadThe answer is in the story but is harder to find

The author meant it InferentialReading

between the lines

‘think and search’ thinking

comparecontrastexplainreason

distinguishclassify

sortinfer

analyse

HeartThe answer is

not in the story; you have to

answer it

The author would agree/disagree with

itEvaluative

Reading beyond the

lines‘on my own’

thinking

evaluateimagine

speculatepredictjudge

estimateforecast

apply

Three levels of questions

Look for ‘hidden’ clues in the

illustrations and text.

it helps us make inferences about the character’s

feelings and actions

People who can explain how the clues help them to infer meaning

in a text.

As the sun was rising Sue grabbed her coat and scarf and tip-toed out the door. The streets were

very quiet for a change and as she crossed the tram tracks the heel of her shoe became stuck. She put

down her briefcase and finally managed to struggle free and continue on. By the time Sue got to her

destination the sweat was dripping from her face.

Literal and Inferential questions

• What did Sue grab as she left? (Literal) • How do you think Sue got to her destination? (Inferential)

• Write down the things you definitely know from the excerpt. (Literal) What clues have you used? Where is your evidence?

• Write down the things you think you know from the excerpt. (Inferential) What clues have you used? Where is your evidence?

• WALT and TIB daily for reading• Mini-lesson daily in reading session• Explicit teaching of comprehension strategies

using gradual release of responsibility model of teaching and learning

What does this mean for my teaching??