Reading Comprehension Workshop

Doveton Endeavour Hills

Reading Comprehension Workshop Goals and Activities

9:30 Introductiono We want to gain a clear perspective of what and how

instruments of standardised measurement in literacy are used across the cluster to determine reading levels Introduction and literacy survey results asking, What is missing and should our schools agree to adopt common and consistent benchmarked measures of literacy that are correlated with VELS?

10:00 Presentationo We want insight into how best data can be applied to

diagnose need and plan a learning program for successful intervention at the point of need LIP tutors presentation of role and an introduction to VCAA on demand testing and how to read AIM data

11:15 Morning TeaWorkshop

o We want to develop activities for comprehension that address identified needs and that are aligned with VELS Workshop to develop reading comprehension activities using cluster template and resources including Reading Progression Grids for BEST Literacy and Numeracy Project website

12:30 - 1:15 LunchConcluding Workshop

3:45 Finish

Literacy Survey Report

Questionso What could we do at schools and across the cluster to track

students development over time, to benchmark performance and to share data especially at transition points? How can we determine in a consistent way the VELS level of development? What testing instruments formal and informal could we recommend?

o How might data be stored and passed on? How could results be used? Eg teaching program, individual learning plans, access to support programs, referrals &c. Based on the data what strategies could we recommend to assist at point of need?

o Other than through standardised tests how could we monitor comprehension and moderate scripts at school and across the cluster and what common assessment tasks could we set?

o How can we effectively take responsibility for overseeing reading comprehension at a whole school and cluster level along with assessment as well as writing and spelling?

Doveton-Endeavour Hills ClusterBEST Literacy Survey

1.What formal tests are you using to ascertain reading comprehension and vocabulary levels? Please specify the instruments. eg DART, PAT &c

2.When have you or when are you testing and at which levels?

3.If you test for spelling how and when did you or when are you doing so? Specify the test or tests used or to be used

4.In what format are the results made available and to whom?

5.How are the results used? Eg planning at domain or level meetings, information to whole school, data for annual review, parent interviews &c

6.If there is follow up testing, when is it to be administered?

7.Any comments - especially please describe briefly or list the key strategies and / or tools in place or being proposed. Eg Literacy Circles, John Munroe's ‘What do I do when I read?’ - self help cards &c

Standard Extract: Level 3 Progression Point Range: 2.25 - 3.0

They interpret the main ideas and purpose of texts. They make inferences from imaginative text about characters’ qualities, motives and actions. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes.

Major Teaching Emphasiso Identifying the main issues in a text and providing supporting detailo Interpreting symbolic and metaphorical meaning

Teaching strategy: Type of Activity:

o Shared reading o Exploring character or Character study Socio gram p95

Activity Description [See also accompanying template and assessment page]

Text: Bob Graham Rose meets Mr WintergartenPre-readingLook at cover ask: “What is behind the door?”Say, “Let’s zoom out” pp2-3 “Now what do you think is behind the door?”“If you have changed your opinion why?”

Read text pp6-9Then ask“Would you like to be in Rose’s family?” Ask for reasons Read text pp10-13“Draw him according to what you have heard”“Around your drawing write adjectives to describe him”“What do you think Mr W is really like?”Look at pg 21-22 “Mr Wintergarten opened his curtains.”

Finished reading“Now draw Mr W as you imagine him to be”‘Put some adjectives around the picture”

Reading Assessment

Grids(VELS)

Developmental continuum

(W.A.)

Reading ComprehensionAssessment Activity

Exemplar

Standard Extract: Level __ Progression Point Range:_____ to ____

Major Teaching Emphasis:

o

Teaching strategy: Type of Activity:

o o

Activity Description [See also accompanying template and assessment page]

Text:

Teaching strategy Type of activityo Guided reading

o Reciprocal reading

o Shared reading

o Literacy circles

o Independent reading

o Other

oSequencing

oRetell

oReport p 62

oSummary

oStory map pp 54, 97

oReading conference pp 49, 52

oCause & effect chart

oPossibility wheel

oPrediction p76

oExploring character or Character study Socio gram p95

oStory board p 55

oSCAMPER

oPoint of view pp 70, 79

oWho what when where why chart

oFlow chart

oCycle p77

oThinking Hats p 94

oQuestioning and locating evidence pp 50, 57, 84

oCritique or analysis p83

oReaders theatre p78

oIntertextuality p75

oCloze p60

oReflection p61

oBook report p63

oRunning record pp64-66

oFollowing instructions

oStructure / orientation complication resolution pp 44, 71

oOther

• What to do back at school?• Ask schools to come with the Aim

sheets• Prepare 30 packages with grids,

templates dev continuum (WA)• NSW samples• Copy of survey summary• powerpoint