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Anne Bayetto

Anne Bayetto. Read, Record, Respond. Introduction National Reading Panel (USA), Rose Report (UK), National Inquiry into the Teaching of Reading (Australia), In Teachers’ Hands (Australia) Page 162: Freebody & Luke: Four Resources (Australia). Read, Record, Respond. Step 1:

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Anne Bayetto

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  1. Anne Bayetto

  2. Read, Record, Respond Introduction • National Reading Panel (USA), Rose Report (UK), National Inquiry into the Teaching of Reading (Australia), In Teachers’ Hands (Australia) • Page 162: Freebody & Luke: Four Resources (Australia)

  3. Read, Record, Respond Step 1: Gather background evidence and data

  4. Read, Record, Respond What do independent and successful readers know and do? • Approach reading with interest • Presume they will understand what they read • Have a broad reading vocabulary and know the meanings of many words • Recognise there are different text types • Know they will need to draw on different strategies to read different texts

  5. Read, Record, Respond • Can effortlessly read many words • Have a range of strategies for working out the meanings of words • Have a range of strategies for understanding an author’s message • Realise when they aren’t understanding what they are reading • Select an appropriate strategy to use when they aren’t understanding

  6. Read, Record, Respond • Are persistent if their first strategy is not successful • Know they will make errors but are optimistic they will understand the text

  7. Read, Record, Respond What reading skills are we developing? • Meaning (Semantic) • Understanding an author’s message • Structure (Syntactic) • Recognising when what is read sounds right • Visual (Grapho-phonic) • Making links between graphemes and phonemes

  8. Read, Record, Respond Why gather background evidence and data? • View video (this can be found on the Read, Record, Respond CD-ROM)

  9. Read, Record, Respond Why use a range of information-gathering approaches? • Checklists • Establishing what students already know and can do • Prioritising what they need to know next

  10. Read, Record, Respond Why use the RRR program to gather evidence and data? • Pages 20-22 • Overarching principles • Individual level • Class level • School level

  11. Read, Record, Respond Step 2: Use the RRR recording sheet • View video (this can be found on the Read, Record, Respond CD-ROM) • Page 23: Select a text • Pages 23-25: Introduce the text • Page 25: Use the RRR recording sheet with individual students

  12. Read, Record, Respond • Pages 26-28: Conventions for recording • Pages 105-107: RRR recording sheet • Pages 109-158: GR levels 1-14 • Online: GR levels 15-23 • Page 108 & CD: Conversion chart/s • CD and online: Conversion calculator

  13. Read, Record, Respond Step 3: Plan for Instruction Approaches to teaching • Pages 32-34: Whole class • Pages 34-35: Guided reading group strategy instruction • Page 35: One-on-one instruction • Page 36: Working with support educators

  14. Read, Record, Respond • Pages 36-37: Explicit teaching • Voiced PPT, Teaching reading strategies (this can be found on the Read, Record, Respond CD-ROM)

  15. Read, Record, Respond Using RRR data to plan for teaching and learning • Pages 38-43: Meaning (Semantics) • Pages 44-48: Structure (Syntactic) • Pages 48-50: Visual (Grapho-phonic) CD: GR levels 1-14 MSV worksheets Online: GR levels 15-17 MSV worksheets and GR levels 18-23 comprehension strategies worksheets

  16. Read, Record, Respond • Pages 50-59 • Reading behaviours strategy instruction: Code-breaker • Pages 59-64 • Reading behaviours strategy instruction: Text participant

  17. Read, Record, Respond • Page 163 • Helping students learn to talk about text (Cervetti, Pearson & Jaynes, 2001)

  18. Read, Record, Respond • Pages 65-76 • What makes independent and successful readers? • A guide for parents (this can be found on the Read, Record, Respond CD-ROM)

  19. Read, Record, Respond • Pages 6-7: Case studies

  20. Read, Record, Respond Max • Won’t read at home or school: bored • Decodes most words • Adds words that change author’s meaning • Says can’t is composed of carn and t • Not sure of some affixes • Limited retell of texts

  21. Read, Record, Respond Taylor • Confused by some teacher instructions • Struggles with isolating sounds in words • Take home text is too hard • Doesn’t participate in guided reading sessions • Has private tutor and speech pathologist

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