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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
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
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.
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
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
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
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
Year 3 NAPLAN
Comparative Data
Year 3 2013 = 57.3% in upper 2 bands
Year 3 2014 = 72.2% in upper 2 bands