2012-4-18 Mana Conference Day 1 - Middle and Senior School

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4/23/2012 Handy Resources Are our reading programmes delivering? Overall reading results For year 4 students, this no-change result between 2004 and 2008 follows a smaller gain of 2% between 2000 and 2004. For year 8 students, the no-change result between 2004 and 2008 follows a small gain of 4% between 1996 and 2000, and no change between 2000 and 2004, suggesting overall a small improvement between 1996 and 2008 and no change between 2000 and 2008 .

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4/23/2012 Handy Resources Is there an underlying ISSUE?

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4/23/2012 Handy Resources How do we reduce the NOISE!!

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4/23/2012 Handy Resources Sharp Reading ONLiNE meeting needs - making it manageable Online teacher training cost effective available 24/7

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4/23/2012 Handy Resources SHARP READiNG SIMPLE HABITS ROUTINES PROGRESSIONS AUTONOMY PROGRESSIONS

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Do you have a developmental progression in reading?

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Thinking Critically 4/23/2012 Handy Resources The skill sets the ‘Good Reader’ uses Cracking the Code Constructing Meaning

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4/23/2012 Handy Resources Cracking the Code Constructing Meaning It makes more sense to view them as a developmental continuum Thinking Critically

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4/23/2012 Handy Resources Cracking the Code The missing link – Constructing Meaning ? Thinking Critically

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DECODING EVALUATING Making judgements about text ANALYSING Sorting information to explore understandings and relationships APPLYING Applying strategies to interpret and clarify text UNDERSTANDING Explaining ideas in text REMEMBERING Read and understand words in text CSI Stage 6 Text level comprehension TEXT QUALITY CSI Stage 5 Text level comprehension TEXT STRUCTURE CSI Stage 4 Sentence level comprehension DEEP SENTENCE COMPREHENSION CSI Stage 3 Sentence level comprehension SENTENCE COMPREHENSION DSI Stages 1 & 2 Word / Sentence level DECODING Teaching Reading - from beginner to advanced. A simple progression that fits into any programme, is easy to remember and easy to deliver STAGE 3 STRATEGY Retell ‘I Think That Means…’ STAGE 4 STRATEGIES Visualisation Prior Knowledge Questioning Forming Hypothesis Making Connections STAGE 5 STRATEGIES Narrative – Story Web Nonfiction – Headings and Trigger words CONSTRUCTING MEANING CRITICAL THINKING 4/23/2012 Handy Resources STAGES 1 & 2 ‘The 5 BITS’

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A Developmental Progression Our solution to the very noisy Comprehension Strategy Smorgasbord

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4/23/2012 Handy Resources an exhausting list of strategies a piecemeal approach poor transference into independent reading What’s wrong with the smorgasbord teaching of strategies?

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4/23/2012 Handy Resources Is having a developmental progression useful ? Will this make planning and preparation more manageable? Does it meet student needs?

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4/23/2012 Handy Resources SHARP READiNG SIMPLE HABITS ROUTINES PROGRESSIONS AUTONOMY ROUTINES

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Does Your Reading Routine Deliver?

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Roland Fish Rises Up Roland Fish was extremely large and awkward for his age. He sometimes stuttered and was below average in his school grades. Roland had very few friends and felt as if he didn’t belong anywhere. His school-mates reminded him of his failings frequently. Worst of all he had gained the unwanted attention of Tim O’Malley, the ultimate school bully. A Traditional Guided Silent Reading Approach

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Roland Fish Rises Up Who is doing the work? How many students were thinking? How do you know what strategies are being practised ?

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Cracking the Code Inside the head of G.S.R Thinking Critically Constructing Meaning the reader is habitualised to better processing but only when instigated by teacher questions The Passive Reader Students given a chunk of text which they read effortlessly After reading the chunk the teacher asks questions to unpack the text After reading discussion may include inferential questions to develop higher order thinking 4/23/2012 Handy Resources

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Cracking the Code What do we want to do with our readers? Thinking Critically Constructing Meaning 4/23/2012 Handy Resources

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4/23/2012 Handy Resources The THREE STEPS Step 1 : Read a chunk of text silently Step 2 : Use a selected strategy to unpack a sentence at a time Step 3 : Teacher and students ‘Clear the Roadblocks’

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The duck landed on the water. It was getting dark and it was time to go to bed. Last year I had to get my tonsils out. [[ Every day Emily takes out the food scraps to her hens. [ You have to look carefully to find a stick insect. The selected strategy for Stage 3 : ‘I Think that means...”

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4/23/2012 Handy Resources Use ‘I think that means...’ to convince a listener that we have understood the sentence. Nathan winced as he tried to move his leg. The shooting pain convinced him again that there was something seriously wrong. He sincerely regretted his impulsive decision to go climbing this weekend. He had been so bummed out with what was going on at work. Of course it hadn’t helped that Megan, his girlfriend of four years, had dropped him last week. Nathan winced as he tried to move his leg. Nathan winced as he tried to move his leg. The shooting pain convinced him again that there was something seriously wrong. Nathan winced as he tried to move his leg. The shooting pain convinced him again that there was something seriously wrong. He sincerely regretted his impulsive decision to go climbing this weekend. Nathan winced as he tried to move his leg. The shooting pain convinced him again that there was something seriously wrong. He sincerely regretted his impulsive decision to go climbing this weekend. He had been so bummed out with what was going on at work . Nathan winced as he tried to move his leg. The shooting pain convinced him again that there was something seriously wrong. He sincerely regretted his impulsive decision to go climbing this weekend. He had been so bummed out with what was going on at work. Of course it hadn’t helped that Megan, his girlfriend of four years, had dropped him last week. We are learning to... A different approach - Guided Reading using ‘I think that means...”

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Nathan winced... Who is doing the work? How many students were thinking? How do you know what strategies are being practised ?

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4/23/2012 Handy Resources articulate strategies have a plan of attack are motivated to process Does SharpReading deliver? Students are now able to ...

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Year 5/6 IPI Testing March 2011 IPI Testing Nov 2011 Name Age March Accur ' Retell Comp Inst RA Age Nov Accur ' Retell Comp Inst RA Growth Ruth 10.8 99.3 72 85 13 11.5 98.5 61 90 15 2 yrs Amy 10.7 99.3 83 98 13 11.4 97.8 69 88 15 2 yrs Madeline 10.6 95.9 44 75 13 11.3 97.2 56 78 15 2 Yrs Elizabeth 10.1 95.3 58 88 13 10.8 97.8 64 83 15 2 yrs John 10.5 98.6 53 43 13 11.2 96.9 22 35 15 2 yrs Mac 10.6 98.9 31 63 12 11.3 99.7 78 95 15 3 yrs Terry 10.7 98.3 31 48 12 11.4 98.1 33 63 13 1 yr Seth 9.6 98.6 64 63 12 10.3 97.2 56 78 15 3 yrs Jeremy 9.1 97.2 44 43 12 9.8 98.5 53 78 15 3 yrs Jake 10.4 98.6 31 55 12 11.1 96.6 50 60 13 1 yr Pippa 9.4 99.6 28 68 12 10.1 99.4 33 63 13 1 yr Ellen 10.6 96.6 22 80 12 11.3 97.2 75 80 15 3 yrs Jonah 9.6 96.1 39 80 11 10.3 97.9 36 88 12 1 yr Sarah 8.7 96.1 56 78 11 9.4 94.3 47 75 12 1 yr Maggie 9.6 94.7 50 78 11 10.3 97.7 28 38 12 1 yr Phillipa 9.4 98.4 50 70 11 10.1 98.6 39 55 12 1 yr Brenda 9.1 94.7 39 63 11 9.8 94.7 67 75 11 0 David 10.1 95.1 17 45 11 10.8 93.1 53 60 11 0 Michaela 9.4 95.6 17 70 10 10.1 95.8 61 68 11 1 yr Harrison 9.0 95.9 67 98 10 9.9 98.7 69 93 12 2 yrs Maria 9.6 94.6 22 43 9 10.3 97.6 56 80 11 2 yrs Timothy 10.1 98.2 36 50 9 10.8 97.1 50 75 11 2 yrs Bridy 9.1 91.7 31 58 8 9.8 97.8 58 80 9 1 yr Francis 9.7 95.1 47 90 8 10.2 98.5 50 90 9 1 yr Averages 9.9 11.2 10.6 12.7 1.50

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4/23/2012 Handy Resources All your planning and assessment data on one page!!

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4/23/2012 Handy Resources

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4/23/2012 Handy Resources SHARP READiNG SIMPLE HABITS ROUTINES PROGRESSIONS AUTONOMY