LET’S REVISIT WHERE WE HAVE

BEEN ?

Compiled by M.Siwak

Utilised the 3-6 Comprehension Continuum and the Critical Aspects of Literacy K-2 (Best Start) to

assess, track, monitor and plan for students.

Starting point

•Plotted students on 3-6 Comprehension Continuum to develop Class Learning Plans.

• Identified SMART learning goals based on Comprehension Continuum , K-6 English Syllabus and ESL Scales.

• Developed IEP’s for students at risk and or students identified in bottom two bands of NAPLAN .

Bottom two Bands are as follows:

Year 3- Bands 1 & 2 Year 5- Bands 3 & 4

Used the Think Aloud strategy to model thinking to students.

Sir Isaac Newton developed Three Laws

of motion, which describe basic rules

about how the motion of physical objects change,

Newton was able to define the fundamental relationship between the acceleration of an object and the total

forces action upon it.

Made purpose and assessment criteria explicit to all students.

W.A.L.T = We are learning to … W.I.L.F = What I am looking for …T.I.B = This is because …

Students engaged in accountable conversations about texts .

Students engaged in slower, deeper, richer teaching of stage appropriate texts (school

magazines).

Differentiated goals, activities, content and resources to cater for a range of abilities.

Provided opportunities for fluid and flexible groupings

Incorporated word walls, interactive whiteboard technology and multimodal

texts to enhance teaching.

Utilised the Super Six metacognitive comprehension strategies

VisualisingPredictingMaking

ConnectionsQuestioningMonitoringSummarising

Employed modelled, guided and independent teaching strategies.

Show us how !

Employed teaching and learning sequences that gradually released control to the

students.

Utilised the Four Literacy Resources Model

Code-breakingresources

Meaning-making

resources

Text-usingresources

Text-analysingresources

Readers need access to the words on the page – quickly and accurately.

Readers construct meaning using metacognitive strategies.

Readers know they are reading the text to help them learn something or achieve something.

Readers are able to make evaluative decisions /judgments about texts

All students participated in guided reading sessions where texts were matched to the

students’ ability levels. AVERAGE

BENCHMARK

Early Stage 1: PM 8End of Year 1: PM 16-18End of year 2: PM 21-24Stage 2: Independent

ReadersStage 3: Independent

Readers

SESSIONS PER WEEK

Early Stage 1: 4-5 from Term 2

Stage 1 : 4-5Stage 2: 3-4Stage 3: 3-4

(30-40 minutes per session)

Incorporated comprehension routines within sessions.

1.Reciprocal Teaching

2.Literature Circles

3.Questioning the Author

Engaged in teacher facilitated whole class reflection sessions.

In a nut shell ….

In Term 1 we have to consolidate Phase 1 of Focus on Reading with teaching strategies, ideas and routines firmly embedded within planning and instruction.

SMALL STEPS

Give yourself permission to pace

yourself as required. We are after long

lasting change with Quality Teaching

embedded in what we think, say and do. Do the best you can with

the knowledge and the skills that you have at

the time.

Turn to someone and say something.

What resonated with you!