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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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read record respond
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)
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Read, Record, Respond

Step 1:

Gather background evidence and data

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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
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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
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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
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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
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Read, Record, Respond

Why gather background evidence and data?

  • View video (this can be found on the Read, Record, Respond CD-ROM)
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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
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Read, Record, Respond

Why use the RRR program to gather evidence and data?

  • Pages 20-22
    • Overarching principles
    • Individual level
    • Class level
    • School level
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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
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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
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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
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Read, Record, Respond
  • Pages 36-37: Explicit teaching
      • Voiced PPT, Teaching reading strategies (this can be found on the Read, Record, Respond CD-ROM)
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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

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Read, Record, Respond
  • Pages 50-59
    • Reading behaviours strategy instruction: Code-breaker
  • Pages 59-64
    • Reading behaviours strategy instruction: Text participant
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Read, Record, Respond
  • Page 163
    • Helping students learn to talk about text (Cervetti, Pearson & Jaynes, 2001)
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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)
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Read, Record, Respond
  • Pages 6-7: Case studies
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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
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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