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Using data to inform teaching

Using data to inform teaching. Castlemaine PS Year 3 – 6 November, 2009. NAPLAN DATA FOR 2009. Year 3. Year 5. Analysis of reading skills. Year 3. Year 5. Using contextual clues Inferring character’s actions or motives Sequencing events Infer message in text Identify main idea

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Using data to inform teaching

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  1. Using data to inform teaching Castlemaine PS Year 3 – 6 November, 2009

  2. NAPLAN DATA FOR 2009 Year 3 Year 5

  3. Analysis of reading skills Year 3 Year 5 Using contextual clues Inferring character’s actions or motives Sequencing events Infer message in text Identify main idea Read on for clues Connect ideas Purpose of brackets Purpose of sub-headings • Using contextual clues • Inferring character’s actions, feelings or motives • Sequencing events • Identify main idea • Read on for clues • Connect ideas • Purpose of brackets • Identify an instruction • Identify key instructions

  4. Analysis of reading skills Year 3 Year 5 Using contextual clues Inferring character’s actions or motives Sequencing events Identify main idea Read on for clues Connect ideas Infer message in text Purpose of brackets Purpose of sub-headings • Using contextual clues • Inferring character’s actions, feelings or motives • Sequencing events • Identify main idea • Read on for clues • Connect ideas • Purpose of brackets • Identify an instruction • Identify key instructions

  5. Resources • Catching on to Comprehension (Pearson) • Strategies that Work (Harvey & Goudvis) • Reading with Meaning (Miller) • Teaching for Reading Strategies (LMR) • Guided Listening

  6. What can we do now? Role of the teacher GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations Pearson & Gallagher Role of the student GRADUAL RELEASE OF RESPONSIBILITY

  7. What makes an effective lesson?

  8. What does this really look like in the classroom? Modelled lesson

  9. Three levels of questions What? When? Who? Why? How? What might? What would?

  10. Look for ‘hidden’ clues in the illustrations and text.

  11. it helps us make inferences about the character’s feelings and actions

  12. People who can explain how the clues help them to infer meaning in a text.

  13. Literal and Inferential questions As the sun was rising Sue grabbed her coat and scarf and tip-toed out the door. The streets were very quiet for a change and as she crossed the tram tracks the heel of her shoe became stuck. She put down her briefcase and finally managed to struggle free and continue on. By the time Sue got to her destination the sweat was dripping from her face. What did Sue grab as she left? (Literal) How do you think Sue got to her destination? (Inferential)

  14. Write down the things you definitely know from the excerpt. (Literal) What clues have you used? Where is your evidence? • Write down the things you think you know from the excerpt. (Inferential) What clues have you used? Where is your evidence?

  15. What does this mean for my teaching?? • WALT and TIB daily for reading • Mini-lesson daily in reading session • Explicit teaching of comprehension strategies using gradual release of responsibility model of teaching and learning

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