1. Effective Reading Instruction
Workshop 1 – Amy Willing
2 March, 2017
My name is Amy Willing. I work at Canberra Christian School as the Curriculum Coordinator. With a large part of my role focusing on our literacy program, using collegial coaching to improve our reading and writing within the school.
I have taught in high school and primary (years 3-6). I spend time working with teachers collaboratively, to resource, plan, model and team teach lessons.

2. Housekeeping Morning Tea Evacuation Procedures Amenities Finish Time
Resources
Resources will be available on the AIS LNCA 2017 login portal after today.

3. Our Workshop Today Session One Session Two What do good readers do?
What does effective instruction involve
Session Two
Data and its role in goal setting and planning

4. The importance of reading for the 21st century student

5. “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future. In a complex and sometimes even dangerous world, their ability to read will be crucial. Continual instruction beyond the early grades is needed.”
International Reading Association
The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age.
The Partnership for 21st Century Skills lists three types:
Learning Skills
Literacy Skills
Life Skills

6. “Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society.
It also states that Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area.”
Australian Curriculum, General Capabilities
Reading is a general capability that we engage in during English, across all other curriculum areas, and our lives.
The Australian Curriculum explicitly states that literacy is considered to be a general capability, and therefor planning for the reading demands of every content area is the responsibility of all teachers regardless of their year level or content area.

7. Truth or Lies? Good readers are good writers
Good writers are good readers
Good decoders are good comprehenders
Good comprehenders are good decoders

8. What do good readers do?
Thinking Point: What do good readers do?

9. Reading is Complex Cognitive Physical Social Emotional
Reading is complex at any age. Reading is not a natural form of communication like oral language it needs explicit instruction, scaffolding and practice.
Emotional
The reader must cope with these demands as they engage in the 4 roles of reading.

11. A Good Reader?
Thinking Point: What makes someone a good reader?

12. Good readers engage in a number of different roles
Luke and Freebody’s Four Resource Model encapsulates the multi-literate requirements for reading effectively in a multimodal world. They define literacy in terms of a repertoire of capabilities (Luke & Freebody, 1999).

13. Being literate means being able to decode text, participate in, understand and compose meaningful texts, use texts functionally and analyse texts critically. This model is not developmental. All readers of all ages engage in these reading roles.
All four resources are of equal importance as readers engage in several practices together.
The following model is described as an integrated model of literacy, taking into account both an autonomous (reading as a cognitive task and technical skill, whereby the reader utilises phonetic knowledge on order to crack the code) and social understanding of literacy (involving the learner in critical reflective and collaboration for social understanding and change).  
The model is not developmental it is learnt. Readers must cope with these demands as they engage in the 4 roles of reading

14. Engaging in texts
As readers engage within each of the Four Roles of the Reader, they enlist 'strategic thinking moves' (Church, 2010) in order to access the text, understand the purpose, build meaning and critically examine the message before them.  

15. Students need to learn processes for reading
According to Fountas and Pinnell (2006), such 'thinking moves' occur within the text, about the text, and beyond the text. Students need to learn these processes for reading.
Emergent readers focus heavily on learning processes to think within the text, whilst beginning to think beyond the text.
Adolescent readers refine these processes whilst learning new ones to understand the text.
It is vital to reading development that as students grow in their abilities their explicit learning and support is balanced.

16. Readers will orchestrate a number of these strategies as they generate a deep understanding of the text.
For example, in order to visualize a river as described in a text, the reader may activate prior knowledge of the text topic, and make a connection to a similar event from their own lives.
The reader may then adjust this image to take into account new information that comes to hand. Some of this information may be inferred from the text.

17. I See… I Think… I Wonder… Shaun Tan “The Arrival”
Use routines to orchestrate reading strategies
I see, I think, I wonder + Zoom

18. Now I See… Now I Think… Now I Wonder… Shaun Tan “The Arrival”
Use routines to orchestrate reading strategies
I see, I think, I wonder + Zoom

19. Using routines to orchestrate reading strategies
Shaun Tan
“The Arrival”
What combination of strategies did you use?
What combination of strategies did you use?

20. The Student Choice Challenge Collaboration Shared Control
Goal Oriented
Choice – do they have choice, do they have the skills to choose appropriate texts in comparison to their needs?
Challenge – are all students sitting within the desired level of challenge?
Collaboration – are there opportunities for authentic collaboration?
Shared Control – is there opportunities for students to learn skills and then start to take control? If the students are talking then you are sharing control.
Goal Oriented – do they know why they are doing it? Are students involved in the goal setting process?

21. A Reading Community What does it look like? What does it sound like?
What does it feel like?

22. Your Schools Reading Community
What does it look like?
What does it sound like?
What does it feel like?

23. Your Schools Reading Community
Relevant topics and text?
Authentic texts?
Original form
Real life
Visual texts?
Still Images
Multimodal texts?
Linguistic Visual
Audio Gestural Spatial

24. How do you (effectively) teach someone to read?
Thinking Point: how do you teach someone to read?

25. Effective reading instruction…
Teachers who model and provide explicit instruction in reading, including comprehension
Instruction that builds both the skills and desire to read increasingly complex materials
Ongoing formative assessment that demonstrates to students their strengths as well as their needs
Assessment that guides teachers to design instruction that will best help students grown as readers

26. Effective reading instruction…
Differentiated Instruction as a result of assessments data
Student access to a wide variety of reading materials that they can and want to read
Development of motivation and skills for self-directed learning
Opportunities for text-based collaborative learning
Strategic tutoring opportunities for students having difficulties learning how to read
(Adams, 1990; Durkin, ; Glasswell and Ford, 2010; Johnson and Blair, 2003;
A Framework for Middle and High School Literacy. Dr. Lynn P. Moody)

27. What does explicit teaching look like in a reading lesson?
Thinking Points:
What does explicit reading teaching look like and involve K ?
What should explicit reading teaching look like and involve K ?

28. Reading Culture at your school
What are you doing well?
What resources do you have?
Do you have a school-wide approach?
What’s one valuable change you think could be implemented soon?
What’s another valuable change that will take longer?
Discuss with you leader/team what is the current reading culture in your school.

29. Gradual Release of Responsibility Model
Moody, 2009

30. Session Two - Data

31. Where to start with data
What should I collect?
Do I have a theory?
What data do I already have?
Do I have data from a variety of sources?
Is my data reliable  Will I be able to collect post data?
Does my data support my theory?
What should I collect? This depends on whether you have a theory yet.
Do I have a theory? Do I believe there is a need?
What do I already have? (Internal and external data) Running records, reading assessments, Naplan results, PAT testing etc.
Do I have data from a variety of sources? Teachers, Students, Administration
Is my data reliable  Will I be able to collect post data?
Does my data support my theory? If yes, you are ready to design or collect specific data sources to check your theory and then begin planning. If no you will need to analyse a wide range of data sources to narrow your ideas to a logical theory.

32. Data Sources Data can come from a wide variety of sources:
Running Records
Surveys
Reading Journals
Reading Assessments
Online Tests
Standardised Tests
Interviews
Videos
Pictures
Recorded Interviews
Recorded Conversations
Recorded Student Responses

33. Does the data support your theory?
Do you have a theory?
Does the data support your theory?
Analyse a wide range of data sources to narrow your ideas to a logical theory
Design or collect specific data sources to check your theory
Begin Planning a SMART Goal
Yes No
Thinking Point: what are your current theories of needs within your school.
Is there data? Does it support your theory?
Yvonne McGarry

34. Defining your data supported goal
Getting Started
Once you have your data supported theory, you need to turn this into a goal. Your goal needs to be Specific, Measurable, Attainable/Achievable, Relevant and Timely.
Remember this is only a year, that does not mean you cannot have a bigger goal in mind. Now is the time though to really narrow it down to what is the goal you want to achieve this year. It may be the first block in your staircase to change.

35. Effective Planning
Effective Planning requires effective data collection, an understanding of the curriculum including its demands, and balance.

36. Stepping Forward Where to now?
Your paths will all be different and that is ok!
You may need to collect additional data
Consult with your leader
Finalise/develop a safe and respectful coaching team
Inform your school community what will be happening

37. Further Reading
Moody, L. (2009) A Framework for Middle and High School Literacy.
Fountas, Irene C. & Pinnell, Gay Su. (2006) Teaching for Comprehending and Fluency; Thinking, Talking, and Writing about Reading, K-8; Heinemann; Portsmouth.
Fountas, I and Pinnell, G.S (2015) Strategic Actions Wheel
Fountas, I and Pinnell, G. S. (2008). When Readers Struggle: Teaching that Works. USA: Heinemann
The Power of Comprehension Strategy Instruction. Portsmouth, NH: Heinemann
Glasswell, Ford. (2010) Teaching Flexibility with Leveled Texts: More Power for Your Reading Block: The Reading Teacher Vol.64, No.1, September
Johnson and Blair. (2003) The Importance and Use of Student Self-Selected Literature to Reading Engagement
Hopwoord, Hay and Dyment. (2017) Students’ reading achievement during the transition from primary to secondary school: Australian Journal of Language and Literacy, Vol 40, No.1, 2017
Booker. (2012)using Picturebooks to Empower and Inspire Readers and Writers in the Upper Classroom: Practical Strategies: Literacy Learning” The Middle Years, Vol 20, No.2, 2012
Davis. Towards a Lifetime of Literacy: The effect of Student-Centered and Skill-Based Reading Instruction on the Experiences of Children: Literacy Teaching and Learning, Vol 15 No.1&2