S

Guided Reading at West End State School

Guided Reading

S “The ultimate goal of guided reading is to help children

learn how to use Independent Reading Strategies

successfully.” (Fountas Pinnell)

Priority of School Strategic Plan

2012 - 2015 (SSP)

S …to implement a school wide Guided

Reading program, focusing on the

explicit teaching of reading strategies

under the umbrella of a school based

model of coaching.

S goal – to improve our reading results

across the school while supporting

teachers with the knowledge, skills,

strategies, confidence and resources to

do so.

Guided Reading

QUT Action Research

Project (2013-2015):

S West End SS was the only Qld primary school participating in the $1.97

million Australian Research Council’s Linkage Project in partnership with

QUT/QELi and six State High Schools to form a collaborative action

research network conducting longitudinal research 2013-2015.

S The purpose of the project was to establish partnerships with school leaders

and teachers to develop inclusive and ethical curricular and pedagogical

practice that will improve all students’ learning outcomes. This was to be

achieved by school and university research networks and school‐school

partnerships, where knowledge would be generated and shared.

S Developing a school based model of Guided Reading instruction to

improve reading outcomes using evidence based accountability to

inform decision-making of school wide practices.

S Collaborating with QUT researchers in interpreting practice.

The approach…

S Managing the West End State School Greater Results Guarantee (GRG) 2014 budget of

$256,542 and 2015 budget of $329 800 dedicated to our action research project with the coaching

program incorporating workforce planning, training of teachers and teacher aides, employment and

timetabling of Guided Reading teacher aides

S Professional development of teachers in data analysis, reading development, reading comprehension

strategies and Guided Reading

S Working in teacher action research teams (Year levels) to look at ways of improving their practices

S Liaising with our partnership school – Brisbane State High School - and providing professional

development with their staff in data analysis, reading development, reading comprehension strategies

and Guided Reading

S Involvement in a research project with QUT to improve our teaching of reading

S Individual coaching of classroom teachers by a team of: HOC, STLaN, EAL teacher and a literacy

specialist teacher and training of teacher aides

2013 …school based funding

Implementation

S 2 x 2 hour PD block beginning with Year 4 teachers and

Year 5 teachers as a year level cohort – looking at data,

grouping, what does a guided reading lesson look like,

class management, independent activities and resources

S 5 weeks of 2 x 1 hour in class support and management

of guided reading with the coach and teacher aides

S 2 x 2hour PD block with Year 3 teachers and Year 6

teachers as a year level cohort – (as above)

S 5 weeks of 2 x 1 hour in class support and management

of guided reading

The Placemat – outlines the steps to

plan for Guided Reading in the classroom

Teacher Aides - Proactive

Workplace Planning

S Training of teacher aides as specialist Guided Reading

teacher aides.

S Extensive timetabling of the teacher aides with teachers for

2 hours per week per class to support class teachers

S Assisting with organisation of resourcing class programs, as

per teacher guidance

Reading data to inform teaching

S PM Benchmarks – is a reading assessment tool used in Prep to Year 2 to give

a reading level.

S IPIs (Informal Prose Inventory)–is a reading assessment tool used to give a

reading age for students from Year 3-7

S PAT-R (Progressive Achievement Tests in Reading) – is an ACER standardised

reading test for measuring and tracking student achievement in reading

comprehension. It provides teachers with objective information for setting

realistic learning goals and planning effective programs.

S NAPLAN – (National Assessment Program – Literacy and Numeracy) – reading

data used from Year 3, 5 and 7 tests, as well as school administered pre-tests

in Years 2, 4, 6.

GRG Data - targets…

Teacher Outcomes…

S Increased confidence and understanding of how to

explicitly teach reading strategies to older students

S Positive attitude towards incorporating Guided Reading

sessions into their teaching week

S QUT staff interviewing of teachers before and after the

project to gauge change. 2013 feedback indicated

positive behavioural and attitudinal changes in both

teachers and students.

Student Outcomes

S Long term improvement in personal reading results

S Longitudinal study undertaken by QUT with some of our

Year 3 students to track progress and attitudes. (currently

in Year 5)

School Outcomes S Change in attitude of teachers to the teaching of reading

S Anticipated improvement in our long term reading results

S The need to work closely with teachers to analyze class

reading data as a means for planning for Guided Reading

S Teachers are eager to engage in Guided Reading but are

unsure how to make it work

S Programmed Induction is essential

S School wide strategies employed, selected after

research, consultation and feedback.

S A need for teacher coaching/mentoring to support in-

class change

Challenges and Responses

S ‘Can’t do’ attitude from teachers – no time, in the too hard

basket.

S Year 4 & 5 teachers reported back to the staff at the end

of their block – all positive feedback. This influenced the

attitudes of the next round of Year 3 & Year 6 teachers

who were then very eager to get involved.

S Ongoing sustainability of the program with dedicated

Guided Reading teacher aide time.

Changes impacting on reading

results

S Introduction of home reading with Prep students from

beginning Semester 2

S Explicit reading instruction in Prep

S Australian Curriculum implemented from Prep

S Raised expectations of our Prep students

2014 ….Greater Results Guarantee

(GRG)

GRG Data - targets…

Continued implementation

S Individual coaching of teachers new to Years 3-6 by Literacy Coach

S Employment and training of dedicated Guided Reading teacher aides to support

sustainability of the Guided Reading Program – 2 hours per class per week allocated

time

S Focus on Years Prep 1, 2 and 7 following the same model as 2013 – teacher PD and

in class coaching block

S Continued coaching, support and professional development for teachers

S Monitoring of results and sustainability of the Guided Reading program within

classes

S Continuation of research project with QUT to track data

S Introduction of a parent training course in Guided Reading – to train parents to work

in class supporting teachers with their Guided Reading sessions

Challenge…

S Analysis of sustainability of Guided Reading program

once full support is withdrawn - GRG funding

S Feedback from staff and students (P-7) STOP,

CONTINUE and HAVE YOU CONSIDERED? In regards

to Guided Reading practices

S Overcrowded curriculum

Knowing the success

criteria…goal sheets for each lesson; aligned

with school SMART Goals

Community

Engagement

S Parents and Community members were invited to

participate in Guided Reading training.

S The course ran over 6 weeks, for an hour each week. It

was followed by a presentation afternoon on the 7th

week. A catch up session for those needing any extra

support during took place the following week.

S 17 parents, grandparents and community members

completed the course and are now able to assist class

teachers with Guided Reading program.

Links to local feeder

school…BSHS

S Professional development of BSHS teachers in Guided

Reading with our Year 7 teachers

S 2 x 2hr sessions

S Head of Department (HOD) for varying subject areas

attended

2015 ….Greater Results Guarantee

(GRG)

Continued implementation

S Coaching of teachers new to the school

S Employment and training of dedicated Guided Reading teacher aides to support

sustainability of the Guided Reading Program – 2 hours/class /week allocated time

S Focus on Years Prep 1, 2 and 7 following the same model as 2013 – teacher PD and

in class coaching block

S Continued coaching, support and professional development for teachers

S Monitoring of results and sustainability of the Guided Reading program within

classes

S Continuation of research project with QUT to track data

S Introduction of a parent training course in Guided Reading – to train parents to work

in class supporting teachers with their Guided Reading sessions

Signature Checklist:

Classroom Observations

S Collegial mentoring introduced with

Teacher Relief Scheme (TRS) provided

to enable this element of the program -

Watching Others Work (WOW)

S timetabling peer observation and

feedback sessions.

S Teachers were given 45 minutes to

observe and give feedback to peers

based on quality standards of Guided

Reading

Signature Statement –

linked to Department of Education &

Training’s (DET)

The Whole School Approach to Reading

Current GRG Data

Comparative Data

2013-2015

Year 3 NAPLAN

Comparative Data

U2B

64

39.5

47

57.3

35.2

45.8

72.2

39.5

46.2

70.1

41.5

48.2

Year 3 NAPLAN

Comparative Data

Year 3 2013 = 57.3% in upper 2 bands

Year 3 2014 = 72.2% in upper 2 bands

Year 5 NAPLAN

Comparative Data

U2B

37.5

22

31.3

52.4

29

32.8

57.3

28.7

34.5

57.7

33.4

31.3

Year 5 Comparative Data

Year 5 2013 = 52.4% in upper 2 bands

Year 5 2014 = 57.3% in upper 2 bands