1. Reading Comprehension Workshop Doveton Endeavour Hills

2. Reading Comprehension Workshop Goals and Activities 9:30 Introduction oWe 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 oWe 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 oWe 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 3:45 Finish

3. Literacy Survey Report Questions oWhat 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? oHow 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? oOther 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? oHow 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?

4. 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

5. Standard Extract: Level 3Progression 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 oIdentifying the main issues in a text and providing supporting detail oInterpreting symbolic and metaphorical meaning Teaching strategy:Type of Activity: oShared readingoExploring character or Character study Socio gram p95 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 Assessment Grids (VELS) Developmental continuum (W.A.) Reading Comprehension Assessment Activity Exemplar

6. Standard Extract: Level __Progression Point Range:_____ to ____ Major Teaching Emphasis: o Teaching strategy:Type of Activity: oo Activity Description [See also accompanying template and assessment page] Text:

7. Teaching strategyType of activity o Guided reading o Reciprocal reading o Shared reading o Literacy circles o Independent reading o Other o Sequencing o Retell o Report p 62 o Summary o Story map pp 54, 97 o Reading conference pp 49, 52 o Cause & effect chart o Possibility wheel o Prediction p76 o Exploring character or Character study Socio gram p95 o Story board p 55 o SCAMPER o Point of view pp 70, 79 o Who what when where why chart o Flow chart o Cycle p77 o Thinking Hats p 94 o Questioning and locating evidence pp 50, 57, 84 o Critique or analysis p83 o Readers theatre p78 o Intertextuality p75 o Cloze p60 o Reflection p61 o Book report p63 o Running record pp64-66 o Following instructions o Structure / orientation complication resolution pp 44, 71 o Other

8. 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