Learning More about Teaching Students to be Strategic Readers Year 3-6

1. Learning More about Teaching Students to be Strategic ReadersYear 3-6 After School Workshops 17 Feb, 3, 17, 31 Mar, 26 May, 14, 9, 23 June, 28July, 11, 25 Aug. Presenter Sandra Pizaro

2. Planning, 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 strategies • 26 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 -

3. Overview • Revisiting the Reading Curriculum to deepen knowledge • Planning a series of Reading Blocks – Class/group/individual – identify a focus for each • Data collection during instructional sessions and conferences to inform flexible groupings of reading strategies • Purposeful reading experiences • Exploring author studies • Exploring book clubs • Exploring Readers Theatre • Vocabulary development. Vocabulary of the Year 3 and Year 5 NAPLAN text passages • Fluency • Decoding and comprehension

4. Understanding Read Aloud • Rationale for read aloud • What criteria should teachers use to select a book to read aloud? • What is the most effective way to read aloud? • Procedure • What learning can be observed? • Assessment and monitoring • DISCUSS the main ideas

5. Plan Read Aloud incorporating more than one teaching focus • Whole class instruction focus • Small group instruction focus • Independent instruction focus • Make decisions based on observations and students needs • Bring the evidence along with the plan, to the next session

6. Reading Comprehension Strategies • Activating prior knowledge • Prediction • Questions and questioning • Think aloud • Visualising • Summarisation • Building vocabulary

7. Resources for reading aloud • Classroom Library • School Library • Public Library • Variety of Text Types • Content based reading • Purposeful reading across the curriculum • Teacher made reading resources • Student made resources

8. Welcome to Session 2

9. Session Two • Revisit the planning of read alouds • Foci of whole class, small group and independent activities • Discuss the strategies used.

10. Overview • Revisiting the Reading Curriculum to deepen knowledge • Planning a series of Reading Blocks – Class/group/individual – identify a focus for each • Data collection during instructional sessions and conferences to inform flexible groupings of reading strategies • Purposeful reading experiences • Vocabulary development. • Vocabulary of the Year 3 and Year 5 NAPLAN text passages • Fluency • Decoding and comprehension

11. Reading Comprehension Strategies • Questions and questioning • Activating prior knowledge • Prediction • After the reading • Visualising • Summarisation • Building vocabulary • Sharing reading strategies

12. Independent Reader. The Role of Teacher Conferring Variety of reading material Planning for shared, guided and purposeful small group activities Assessing and monitoring Planning next steps

13. The Role of Teacher is to… • Match students to books by providing… • Appropriate material • Variety of material • Quantity of material • Reading material to take home • Provide time for the selection of books • With and without teacher support and conversation? • Know the reading material available • Teacher knows content and strategies the reading provides • Student knows the name of the book and if it is… • easy – just right - hard • Provide instruction for selecting a just right book • Monitor, assess and record student changes in reading behaviour and use of strategies - goal setting Five Finger Strategy

14. Role of the Student Students read texts so that they can: • be independent (reading easy books) – ‘by’ • practice reading strategies (from read aloud, shared /guided) – ‘with’ • develop fluency, phrasing and confidence • build stamina • build vocabulary • understand what they read • enjoy what they read • remember what they read • communicate with others about what they read • Apply these to learning

15. Brief Instructional time – The Focus • Have 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 reading’

16. Independent Reading is... • Authentic monitoring of reading strategies – self improving system • Purposeful reading practice if...

17. Choosing just right reading • Read page 93- 97 of ... ‘Plan for and Monitor Independent Reading’ Teach Students How to select ‘just right’ books DISCUSS What does this mean to reading in the classroom?

18. Questions and Questioning • Discuss

19. Planning, 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 strategies • 26 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 -

20. Welcome to Session 3

21. Reading Comprehension Strategies • Questions and questioning • Activating prior knowledge • Prediction • After the reading • Visualising • Summarisation • Building vocabulary • Sharing reading strategies

22. Choosing just right reading • Read page 93- 97 of ... ‘Plan for and Monitor Independent Reading’ Teach Students How to select ‘just right’ books DISCUSS What does this mean to reading in the classroom?

23. Independent Reader. The Role of Teacher Variety of reading material Planning for shared, guided and purposeful small group activities Planning next steps for independent reading Assessing and monitoring Conferring

24. VARIATION IN AMOUNT OF INDEPENDENT READING Anderson, 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?

25. What percentage of time should children spend reading…? Easy 15% 35% 50% 85% Instructional 15% 35% 50% 85% Hard 0% 15% Other_____ Discuss

26. What percentage of time should children spend reading… • __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

27. Choosing books • How can teachers help students to have just right books in the classroom library AND • How can teachers help students to choose just right books? • How can students learn about choosing just right books?

28. Teacher decisions for classroom library book selection • Are 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?

29. Role of the teacher • ongoing assessment • monitor reading development • model reading strategies during • Independent reading • Read aloud • Shared reading • Guided reading • Plan for instruction • Instruct

30. INSTRUCTING STUDENTS TO CHOOSE THEIR BOOKS Book selection and Conferring

31. Conferring • The art of asking effective questions • Ask why often • Digging deeper with the # whys

32. Planning, 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 strategies • 26 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 -

33. Welcome to Session 4 7 April

34. Planning, 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 strategies • 26 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 -

35. Reading Comprehension Strategies • Text Types and Features • Questions and questioning • To Activate prior knowledge • To Predict • Thinking After reading • Visualising • Summarisation • Building vocabulary • Recognising main ideas • Making connections • Comparing and contrasting

36. Read and Retell • Predicting • Discussing • Sharing and comparing • Visualising • Questioning • Understanding of text structures • Vocabulary and conventions of written language • Sequencing • Recognising main ideas • Developing the connection between reading and writing • Increased focused reading and retelling, over time • Comparing work with original material

37. Strategies for effective test taking Teacher demonstrates… • Questioning the text • Asking clarifying questions • Reading Strategies • Rereading to clarify thinking and provide meaning • Read, think, read • Retell by looking at the characters, problem / solution , setting • Read - remember – retell - remind • Skim and scan information • Locating important words – vocabulary • Think about reading making connections with… • real life • previous experiences • Use visual clues – pictures,

38. Student Role with test taking • Know your distracters. What is distracting me from what I need to know? 1. Answers that are facts in the story but don’t answer the question 2. Answers that are partly right 3. Answers from background knowledge but not stated in the selection 4. Answers that contain extra information that don’t answer the question • Answers that are true in the story but aren’t 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 DON’T want to know what YOU think. They want you to find what THEY THINK is the best answer to the question based on the test • An 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, 1998

39. Taking a practice test • Consider – how long before the actual test • After the practice test • DEBRIEF WITH THE STUDENTS • Chart the responses – Why? • Questioning and questions • What questions do the students have? • What questions could be asked of the students?

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

41. Year 3 Reading (Q16) Year 5 Reading (Q10)

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

43. Year 5 Reading (Q25) Year 7 Reading (Q19)

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

45. Year 3 Numeracy (Q21) Year 5 Numeracy (Q15)

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

47. Year 3 Numeracy (Q24) Year 5 Numeracy (Q18)

48. Teacher Role in Reading Aloud • Provide a purpose for listening • Stop reading for partner discussion or questions • Stop reading to think aloud to demonstrate what effective readers do when reading • Demonstrate how to take notes and get students to take notes • Request opinions of the students about the content of the text • Question • Demonstrate 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,

49. Students’ Role in Read Aloud • Retell • 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.

50. Reviewing past tests • What would be needed and in place in the classroom library for reference?