Learning More about Teaching Students to be Strategic Readers Year 3-4

After School Workshops17 Feb, 3, 17, 31 Mar, 26 May, 14, 9, 23 June, 28July, 11, 25 Aug.

Presenter Sandra Pizaro Learning More about Teaching Students to be Strategic ReadersYear 3-611Planning, Reading Curriculum and Comprehension 17 Feb - Read Aloud / Building vocabulary 3 Mar - Read Aloud / Independent Reading /building vocabulary 17 Mar - Independent reading / Conferring 7 Apr - NAPLAN strategies26 May - Shared Reading 14 May - Guided Reading / Book Club / Literature Circles 9 May - Reciprocal Teaching 23 June - Purposeful reading experiences 28July - Author studies / favourite authors 11Aug - Readers Theatre / 25 Aug -

2IN ALL SESSIONS WE WILL COVER COMPREHENSION STRATEGIESThe essential use of anchor charts by and with studentsPurposeful reading experiences to develop comprehension

Activating prior knowledgePrediction Questions and questioning Think aloudVisualisingSummarisation Building vocabulary

Decoding / fluency

2OverviewRevisiting the Reading Curriculum to deepen knowledge Planning a series of Reading Blocks Class/group/individual identify a focus for eachData collection during instructional sessions and conferences to inform flexible groupings of reading strategiesPurposeful reading experiences Exploring author studiesExploring book clubsExploring Readers TheatreVocabulary development. Vocabulary of the Year 3 and Year 5 NAPLAN text passagesFluencyDecoding and comprehension33Understanding Read AloudRationale for read aloudWhat criteria should teachers use to select a book to read aloud?What is the most effective way to read aloud?ProcedureWhat learning can be observed?Assessment and monitoring

DISCUSS the main ideas

4WHY read books to students CHART - Make a list of reasons for reading aloud to students

Read stories to participantsPicture story booksNovels Bring in the comprehension strategies Take along a load of picture story books

ASSESSMENT AND MONITORING What strategies could be observed

Refer to the spreadsheet.

4Plan Read Aloud incorporating more than one teaching focusWhole class instruction focusSmall group instruction focusIndependent instruction focusMake decisions based on observations and students needs

Bring the evidence along with the plan, to the next session

5Play the DVD of Aimee Buckner Discuss 5Reading Comprehension StrategiesActivating prior knowledgePrediction Questions and questioning Think aloudVisualisingSummarisation Building vocabulary 6Use these strategies during read aloud

Chart the information to use as an anchor chart

Read books that will stretch vocabulary learning list words on charts

6Resources for reading aloud Classroom Library School Library Public Library Variety of Text TypesContent based readingPurposeful reading across the curriculumTeacher made reading resourcesStudent made resources

77Welcome to Session 288Session TwoRevisit the planning of read alouds Foci of whole class, small group and independent activitiesDiscuss the strategies used.

9Chart the strategiesChart the purposeful tasks that provided practice9OverviewRevisiting the Reading Curriculum to deepen knowledge Planning a series of Reading Blocks Class/group/individual identify a focus for eachData collection during instructional sessions and conferences to inform flexible groupings of reading strategiesPurposeful reading experiences Vocabulary development. Vocabulary of the Year 3 and Year 5 NAPLAN text passagesFluencyDecoding and comprehension1010Reading Comprehension StrategiesQuestions and questioning Activating prior knowledgePrediction After the readingVisualisingSummarisation Building vocabulary Sharing reading strategies11Use these strategies during independent reading

Chart the information to use as an anchor chart and add the strategies as the students suggest them refer to the chart prior to independent reading

Read books that are just right list difficult words on a chart for building vocabulary

1112Independent Reader.

ConferringVariety of reading materialAssessing and monitoringPlanning next stepsPlanning for shared, guided and purposeful small group activitiesThe Role of Teacher 12While you are reading think about

Read the components of Balanced Literacy Articles on Independent ReadingShared ReadingGuided ReadingRead AloudTalking and ListeningDiscuss reading new materialUnknown materialReading for pleasureInstruction readingLearning material

What happens after reading The need to talk to clarify thought

13The Role of Teacher is toMatch students to books by providingAppropriate materialVariety of materialQuantity of materialReading material to take homeProvide time for the selection of booksWith and without teacher support and conversation?Know the reading material availableTeacher knows content and strategies the reading providesStudent knows the name of the book and if it is easy just right - hard Provide instruction for selecting a just right bookMonitor, assess and record student changes in reading behaviour and use of strategies - goal setting

Five Finger Strategy13Refer to next slide for monitoring and assessment whilst reading

Mention ...

Anecdotal recordsShow recording book of strategies etc. Importance of monitoring goals NOT one goal per term etc. Move the students on when both teacher and student feel comfortable and/or see consistent evidence of effective use14Role of the Student Students read texts so that they can:be independent (reading easy books) bypractice reading strategies (from read aloud, shared /guided) withdevelop fluency, phrasing and confidence build stamina build vocabulary understand what they readenjoy what they readremember what they readcommunicate with others about what they readApply these to learning

14Hand out the Key Indicators of Reading etc.

While you are reading think about

Read the components of Balanced Literacy Articles on Independent ReadingRead AloudTalking and ListeningDiscuss reading new materialUnknown materialReading for pleasureInstruction readingLearning material

What happens after reading The need to talk to clarify thought

15Brief Instructional time The FocusHave a focus for instruction - for independent / small group / whole class - Why?

Today when you are reading your books I want you to think about-What class/individual strategy could you focus on

Our share time will focus on how you used this strategy when you were reading15Independent Reading is... Authentic monitoring of reading strategies self improving system

Purposeful reading practice if...

16GO TO NEXT SLIDE16Choosing just right reading Read page 93- 97 of ...

Plan for and Monitor Independent Reading

Teach Students How to select just right books

DISCUSSWhat does this mean to reading in the classroom?

17Read the article

Discuss making a chart for display about selecting a just right book

Chart book selection so that teacher has a reference point and the students can refer to it to practice book selection. 17

Questions and Questioning Discuss 18BrainstormDiscussion18Planning, Reading Curriculum and Comprehension 17 Feb - Read Aloud / Building vocabulary 3 Mar - Read Aloud / Independent Reading /building vocabulary 17 Mar - Independent reading / Conferring 7 Apr - NAPLAN strategies26 May - Shared Reading 14 May - Guided Reading / Book Club / Literature Circles 9 May - Reciprocal Teaching 23 June - Purposeful reading experiences 28July - Author studies / favourite authors 11Aug - Readers Theatre / use of props 25 Aug -

19IN ALL SESSIONS WE WILL COVER COMPREHENSION STRATEGIESThe essential use of anchor charts by and with studentsPurposeful reading experiences to develop comprehension

Activating prior knowledgePrediction Questions and questioning Think aloudVisualisingSummarisation Building vocabulary

Decoding / fluency

19Welcome to Session 32020Reading Comprehension StrategiesQuestions and questioning Activating prior knowledgePrediction After the readingVisualisingSummarisation Building vocabulary Sharing reading strategies21Use these strategies during independent reading

Chart the information to use as an anchor chart and add the strategies as the students suggest them refer to the chart prior to independent reading

Read books that are just right list difficult words on a chart for building vocabulary

21Choosing just right reading Read page 93- 97 of ...

Plan for and Monitor Independent Reading

Teach Students How to select just right books

DISCUSSWhat does this mean to reading in the classroom?

22Read the article

Discuss making a chart for display about selecting a just right book

Chart book selection so that teacher has a reference point and the students can refer to it to practice book selection. 2223Independent Reader.

ConferringVariety of reading materialAssessing and monitoringPlanning next steps for independent readingPlanning for shared, guided and purposeful small group activitiesThe Role of Teacher 23While you are reading think about

Read the components of Balanced Literacy Articles on Independent ReadingShared ReadingGuided ReadingRead AloudTalking and ListeningDiscuss reading new materialUnknown materialReading for pleasureInstruction readingLearning material

What happens after reading The need to talk to clarify thought

Percentile RankMinutes/DayWords/Year(books,magazines,newspapers)98th67.34,733,00090th33.42,357,00070th16.91,168,00050th9.2601,00030th4.3251,00010th1.051,0002nd0.0VARIATION IN AMOUNT OF INDEPENDENT READINGAnderson, R., Wilson, P., and Fielding, L., Reading Research Quarterly, . "Growth in reading and how children spend their time outside of school."Reflect on the amount of time your students read during the day?24THINK ABOUT YOUR CLASSROOM. THE IMPLICATIONS FOR CLASSROOM PLANNING

2425What percentage of time should children spend reading?Easy 15%35%50%85%

Instructional 15%35%50%85%

Hard 0%15%Other_____

Discuss 2526__15%__ of everything children read should be easy for them

__85%__ should be a bit of a challenge

__0%__ at the difficult level

Richard Allington 1996

What percentage of time should children spend reading

26How can teachers help students to have just right books in the classroom library ANDHow can teachers help students to choose just right books?

How can students learn about choosing just right books?Choosing books2727Are the illustrations appropriate, engaging, and relevant? Are the text and the illustrations bias-free? Is the text appropriate for developmental levels? Does the story inspire the imagination? Do you as the adult find the book interesting?Will your students be interested in the subject? Does the book encourage interaction? What is the purpose of the book? Is this a non-fiction book, and if so, is it accurate? Will students want to read this book more than once?

Teacher decisions for classroom library book selection28These well selected books are necessary28ongoing assessment monitor reading developmentmodel reading strategies during Independent reading Read aloudShared readingGuided readingPlan for instructionInstruct

Role of the teacher2929 INSTRUCTING STUDENTS TO CHOOSE THEIR BOOKS

Book selection and Conferring

30Debbie Miller Talking with students about book selectionLooking at the video by DEBBIE MILLER - The Joy of Conferring Give out template to record information Play DVD 30Conferring The art of asking effective questions

Ask why often

Digging deeper with the # whys

31Debbie Miller

Blooms Gardener

31Planning, Reading Curriculum and Comprehension 17 Feb - Read Aloud / Building vocabulary 3 Mar - Read Aloud / Independent Reading /building vocabulary 17 Mar - Independent reading / Conferring 7 Apr - Conferring / NAPLAN strategies26 May - Shared Reading 14 May - Guided Reading / Book Club / Literature Circles 9 May - Reciprocal Teaching 23 June - Purposeful reading experiences 28July - Author studies / favourite authors 11Aug - Readers Theatre / use of props 25 Aug -

32IN ALL SESSIONS WE WILL COVER COMPREHENSION STRATEGIESThe essential use of anchor charts by and with studentsPurposeful reading experiences to develop comprehension

Activating prior knowledgePrediction Questions and questioning Think aloudVisualisingSummarisation Building vocabulary

Decoding / fluency

32Welcome to Session 47 April3333Planning, Reading Curriculum and Comprehension 17 Feb - Read Aloud / Building vocabulary 3 Mar - Read Aloud / Independent Reading /building vocabulary 17 Mar - Independent reading / Conferring 7 Apr - NAPLAN strategies26 May - Shared Reading 14 May - Guided Reading / Book Club / Literature Circles 9 May - Reciprocal Teaching 23 June - Purposeful reading experiences 28July - Author studies / favourite authors 11Aug - Readers Theatre / use of props 25 Aug -

34IN ALL SESSIONS WE WILL COVER COMPREHENSION STRATEGIESThe essential use of anchor charts by and with studentsPurposeful reading experiences to develop comprehension

Activating prior knowledgePrediction Questions and questioning Think aloudVisualisingSummarisation Building vocabulary

Decoding / fluency

34Reading Comprehension StrategiesText Types and FeaturesQuestions and questioning To Activate prior knowledgeTo Predict Thinking After readingVisualisingSummarisation Building vocabulary Recognising main ideasMaking connectionsComparing and contrasting 35Discuss the text types and features of a testWhat are the features?What are the pre-requisites for taking this test and knowing what it looks like before

Chart the information to use as an anchor chart and add the strategies as the students suggest them refer to the chart prior often over the next two to three weeks

35Read and Retell36PredictingDiscussingSharing and comparingVisualisingQuestioningUnderstanding of text structuresVocabulary and conventions of written languageSequencingRecognising main ideasDeveloping the connection between reading and writingIncreased focused reading and retelling, over timeComparing work with original material 3637Strategies for effective test takingTeacher demonstratesQuestioning the textAsking clarifying questionsReading StrategiesRereading to clarify thinking and provide meaningRead, think, readRetell by looking at the characters, problem / solution , settingRead - remember retell - remindSkim and scan informationLocating important words vocabularyThink about reading making connections with real life previous experiencesUse visual clues pictures,

What are the key words How would teachers confer with students?

3738Student Role with test takingKnow your distracters. What is distracting me from what I need to know?1. Answers that are facts in the story but dont answer the question2. Answers that are partly right3. Answers from background knowledge but not stated in the selection4. Answers that contain extra information that dont answer the questionAnswers that are true in the story but arent the main idea when it is a main idea question.Questions that contain the word you like What do you think this poem is about? Remember test makers DONT want to know what YOU think. They want you to find what THEY THINK is the best answer to the question based on the testAn item that includes the none of the above choice. Remember to use this ONLY when you are certain none of the other answers are correct.Questions asked out of sequence of the story.Questions containing NOT. . .which of the following is not true?Mary Regina Jett, 1998What strategies do the students need to put in place

KNOW THE QUESTIONSREAD THE TEXT38Taking a practice test Consider how long before the actual testAfter the practice test DEBRIEF WITH THE STUDENTSChart the responses Why?Questioning and questions What questions do the students have?What questions could be asked of the students?3939Correct = ?

Most common incorrect = ?Year 3 Reading (Q16)Year 5 Reading (Q10)

40Year 3 Reading (Q16)Year 5 Reading (Q10)ABCDYear 3257588Year 5152803

41Correct = ?

Most common incorrect = ?Year 5 Reading (Q25)Year 7 Reading (Q19)

42Year 5 Reading (Q25)Year 7 Reading (Q19)ABCDYear 52716551Year 71713367

43Correct = ?

Most common incorrect = ?Year 3 Numeracy (Q21)Year 5 Numeracy (Q15)

44Year 3 Numeracy (Q21)Year 5 Numeracy (Q15)ResponsesABCDYear 3957276Year 5473203

45Correct = ?

Most common incorrect = ?Year 3 Numeracy (Q24)Year 5 Numeracy (Q18)

4646Year 3 Numeracy (Q24)Year 5 Numeracy (Q18)ResponsesABCDYear 348251213Year 5801343

4748Teacher Role in Reading AloudProvide a purpose for listeningStop reading for partner discussion or questionsStop reading to think aloud to demonstrate what effective readers do when readingDemonstrate how to take notes and get students to take notesRequest opinions of the students about the content of the textQuestionDemonstrate how to skim, scan, reread to confirm, analyse characters, interpret (reading between the lines)Demonstrate comprehension strategies of visualisation, thinking aloud, questioning, making connections, summarising,

What has been covered so far in this professional learning that would support comprehension strategies for taking this assessment?

4849Students Role in Read AloudRetell

Give opinion or defend point of view

Provide evidence heard in the text

Discuss the main ideas of the text

Think about the text and reflect on connections that relate to their real life.

Reviewing past testsWhat would be needed and in place in the classroom library for reference?

50Short StoriesFictionNon-fictionPoetry chartsNewspaper articlesOther students writingPrimary Source documents DiagramslabellingPersuasive material advertising ArticlesPolitical statementsNewspaper editorialsUsing actual test examples

5051 Welcome to Session 526 May

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