IntroductionIntroduction

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Module 1

Module 1Acknowledgement of Country

We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.

We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.

We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

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Module 1Professional Teaching Standards

Module 1Session 1

During this session you will:

•understand the rationale for Focus on Reading 3-6

•define ‘reading Y3-Y6’ and examine the critical aspects of literacy that apply to reading in the 3-6 years of schooling

•be aware of six key strategies that students need to understand and use when comprehending texts.

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Module 1Course overview

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Module 1Phase 1: Semester 2 2009

Module

1

Module

1

Module

2

Module

3

Module

4

4X1.5 hr sessions

3x2 hr sessions

3x2 hr sessions

3x2 hr sessions

Between session mini tasks within and between modules

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Reading is a tool not a goal.

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Module 1Reading: A valuable tool

Module 1Making connections

Reading and viewing, talking and listening, writing and representing are integrated.

The explicit teaching of reading usually occurs during a literacy/English block/session.

Many students are beginning to move or have moved, beyond the ‘learning to’ phase of reading development.

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In 2007, adolescent literacy was rated as the ‘hottest’ topic in literacy education by literacy leaders at the International Reading Association.

Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009)

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Module 1Adolescent literacy

By the time students reach high school, they are less likely to:read on their ownbe interested in readingbe proficient in reading.

These declines in motivation and achievement seem to have their origins in upper primary grades.

Cassidy & Cassidy, 2007 (cited in Wharton-McDonald & Swiger, 2009)

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Module 1Decline in motivation and achievement

What might be the reasons for this decline?

Brainstorm

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Module 1Decline in motivation and achievement

Module 1What the research says about

‘the fourth grade slump’

Move from an emphasis on strategies for decoding and fluency to an emphasis on using reading for understanding new concepts and ideas.

Students are expected to read and learn about unfamiliar topics (unfamiliar vocabulary, complex linguistic structures).

Comprehension is more challenging.

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Implications for your teaching?

Module 1The critical aspects of literacy that apply to

reading in Y3-Y6

Constrained skills:• Phonemic awareness• Phonics • Concepts about print

Unconstrained skills:• Comprehension • Vocabulary knowledge • Reading texts

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Module 1Reading Y3-Y6

In pairs or threes.

Summarise brief readings:

Comprehension Vocabulary knowledge Reading texts.

Define ‘reading Y3-Y6’.

Create a visual representation of reading Y3-Y6.

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Readings

Module 1What do Y3-Y6 readers need?

Recognise words on the page automatically and can decode unfamiliar words quickly. (Ehri & Snowling, 2004; Rasinski et al., 2005 cited in Wharton-McDonald, R. & Swiger, S. 2009)

Read text fluently.

Have a repertoire of comprehension strategies and know when and how to combine them.

Employ metacognition to monitor their reading processes.

Know a lot of word meanings (vocabulary).

Know a lot about the world. (Anderson & Freebody, 1981 cited in in Baumann)

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Module 1Focus on Reading 3-6 (FOR 3-6)

This professional learning program will focus on:

Reading texts

Vocabulary knowledge

Comprehension

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Definitions

Module 1Why include Reading texts?

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

• Students who lack fluency and automaticity read less and avoid difficult materials.

• This affects not only comprehension but also restricts one of the avenues of learning. (Allington, 2006; Rasinski & Hoffman, 2003 cited in Wharton-McDonald & Swiger, 2009)

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Module 1Why include Vocabulary knowledge?

In relation to the ‘fourth grade slump’ … students’ decline began not in overall comprehension, but with a slip in word meanings, evident in fourth grade. (Chall & Jacobs, 2003 cited in Wharton-McDonald & Swiger, 2009)

Word knowledge is cumulative. (Stahl & Nagy, 2006 cited in Wharton-McDonald & Swiger, 2009)

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Module 1Why include Comprehension?

Skilled readers:

construct meaning using metacognitive

strategies, for example: predicting, visualising,

questioning, summarising, making connections,

monitoring

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(Pearson, 2009)

Module 1A final note on comprehension

instruction

Durkin 1979 found that in the 4 469 minutes of reading instruction she observed, 10 minutes were devoted to teaching comprehension. (cited in Wharton-McDonald, R. & Swiger, S. 2009)

Taylor & Pearson 2002 report that even in exemplary classrooms, very little comprehension instruction takes place. (cited in Wharton-McDonald, R. & Swiger, S. 2009)

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Module 1The strategies pinwheel

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Module 1Between session mini task

Read at least two of the readings about Comprehension posted on the wiki.

Record your thoughts in your workbook as you read.

Bring your thoughts to the next session.

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Module 1Reflection

Turn to a partner – Say something –

a thought, an opinion ... anything ... consider:

What resonated with you?

What are the implications for:

assessing

planning

teaching (instruction)?

Has anything complemented/contrasted with what you have previously learned?

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Bibliography

Baumann, J. F. (2009) ‘Vocabulary and reading comprehension: The nexus of meaning’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension ,Routledge, New York, pp 323-346.

Hoyt, L. (2009) Revisit, Reflect, Retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, NH.

Paris, S. G. (2005) ‘Reinterpreting the development of reading skills’, Reading Research Quarterly, Vol. 40, No. 2, April/May/June, pp. 184–202.

Pearson, P.D. (2009) ‘The roots of reading comprehension instruction’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension, Routledge, New York.

Professional Teaching Standards located on NSW Institute of Teachers’ website viewed 16 September, 2009. http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdf

Wharton-McDonald, R. & Swiger, S.(2009) ‘Developing higher order comprehension in the middle grades’, in Israel, S. E. & Duffy, G. G. Handbook of research on reading comprehension. (2009) Routledge, New York, pp. 510–530.

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