Transcript Reading Comprehension Workshop

Reading Comprehension
Workshop
Doveton Endeavour Hills
Reading Comprehension Workshop
Goals and Activities
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9:30 Introduction
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 Presentation
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 Tea
Workshop
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 Lunch
Concluding Workshop
Literacy Survey Report
Questions
o 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 Cluster
BEST 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
Reading
Assessment
Grids
(VELS)
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 Emphasis
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Identifying the main issues in a text and
providing supporting detail
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Interpreting symbolic and metaphorical
meaning
Developmental
Teaching strategy:
Type of Activity:
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Exploring character or Character study
Socio gram p95
Shared reading
continuum
(W.A.)
Activity Description [See also accompanying template and assessment page]
Text: Bob Graham Rose meets Mr Wintergarten
Pre-reading
Look 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 pp6-9
Then 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 Comprehension
Assessment Activity
Exemplar
Standard Extract: Level __
Progression Point Range:_____ to ____
Major Teaching Emphasis:
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Teaching strategy:
Type of Activity:
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Activity Description [See also accompanying template and assessment page]
Text:
Teaching strategy
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Guided reading
Reciprocal reading
Shared reading
Literacy circles
Independent reading
Other
Type of activity
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Sequencing
Retell
Report p 62
Summary
Story map pp 54, 97
Reading conference pp 49, 52
Cause & effect chart
Possibility wheel
Prediction p76
Exploring character or Character study Socio gram p95
Story board p 55
SCAMPER
Point of view pp 70, 79
Who what when where why chart
Flow chart
Cycle p77
Thinking Hats p 94
Questioning and locating evidence pp 50, 57, 84
Critique or analysis p83
Readers theatre p78
Intertextuality p75
Cloze p60
Reflection p61
Book report p63
Running record pp64-66
Following instructions
Structure / orientation complication resolution pp 44, 71
Other
• 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