Using data to inform teaching
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Using data to inform teaching
Castlemaine PS
Year 3 – 6
November, 2009
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READING WRITING SPELLING NUMERACY GRAMMAR1.91 4.05 1.74 2.14 1.692.09 1.48 1.96 2.22 1.912.27 2.68 1.96 1.912.78 1.48 2.15 2.06 2.793.46 3.36 2.31 2.71 3.011.96 2.04 2.31 1.77 2.223.1 2.68 2.71 2.95 2.593.88 4.19 2.83 3.012.96 3.11 2.83 2.39 3.183.28 4.19 2.83 3.05 3.612.78 3.6 2.95 2.55 3.182.78 3.84 2.95 2.39 3.382.78 3.36 2.95 3.05 3.012.78 3.36 2.95 2.22 3.94.26 3.6 3.07 2.14 2.792.69 3.36 3.19 2.79 2.793.1 3.6 3.31 2.06 2.594.26 3.36 3.56 3.26 4.262.44 2.47 3.56 2.31 3.014.14 5 3.95 3.26 3.93.88 4.33 4.74 3.15 4.264.41 3.84 5 2.79 3.614.14 3.84 5 3.88 4.264.14 4.48 5 3.15 3.9
READING WRITING SPELLING NUMERACY GRAMMAR1.01 0.33 0 0.89 1.190.95 0.48 1.13 1.49 0.61.14 0.63 0.54 2.21 0.832.94 1.3 2.88 2.34 3.3
1.48 2.88 0.942.81 1.48 2.25 2.47 2.952.56 1.66 2.88 3.38 2.951.75 1.66 1.13 0.75 1.293.2 1.66 3.01 2.21 2.141.87 1.66 1.34 2.34 2.141.87 1.85 2.12 2.09 1.962.44 1.85 2.38 2.21 2.622.81 2.04 2.75 2.93 2.952.56 2.04 2.88 3.07 2.952.68 2.04 2.75 1.65 2.952.44 2.04 3.16 1.65 2.951.99 2.25 2.12 1.65 3.32.68 2.68 3.16 2.21 2.363.12 2.68 3.92 1.8 3.971.87 2.68 1.98 2.09 2.362.94 2.89 3.01 2.47 3.973.04 2.89 1.98 1.49 1.96
3.11 4 2.953.12 3.11 2.88 2.93 3.31.87 3.36 1.84 1.96 2.953.42 3.36 2.38 2.76 3.33.12 3.6 4 1.96 3.3
Year 5Year 3
NAPLAN DATA FOR 2009
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Analysis of reading skills
Year 3• 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
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
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Analysis of reading skills
Year 3• 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
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
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• Catching on to Comprehension (Pearson)• Strategies that Work (Harvey & Goudvis)• Reading with Meaning (Miller)• Teaching for Reading Strategies (LMR)• Guided Listening
Resources
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GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe 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
The student participates by actively attending to
the demonstrations
SHARINGThe teacher continues to demonstrate the literacy
focus, encouraging students to contribute ideas and information
Students contribute ideas and begin to
practise the use of the literacy focus in whole
class situations
GUIDINGThe teacher provides
scaffolds for students to use the literacy focus.
Teacher provides feedback
Students work with help from the teacher and
peers to practise the use of the literacy focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DEGR
EE O
F CO
NTR
OL
What can we do now?
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Introduction The ‘hook’A question to explore or ponderConnect with prior learningCatch their interest 20% of
lesson timeClear purpose or focusLearning intention
WALT and TIB (We Are Learning Today) and (This Is Because)When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. Marzano, 2003
Mini lessonModelling
Introduce new idea or informationModelQuestioning to establish understanding
Guided practice Students apply or practice skillTeacher observes and provides feedback 60% of
lesson timeIndependent practice Students apply new skill to a new situation to further develop understandingFormative assessment occurs now
Reflection Without reflection the lesson can be wastedReflect on what and how was learntReview key points 20% of
lesson time
What makes an effective lesson?
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What does this really look like in the classroom?
Modelled lesson
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HandThe answer is in the story and is
easy to findThe author said it Literal Reading on the
lines‘right there’
thinking
gatherdescribe
investigatesearch
talk aboutselect
listidentify
recall
HeadThe answer is in the story but is harder to find
The author meant it InferentialReading
between the lines
‘think and search’ thinking
comparecontrastexplainreason
distinguishclassify
sortinfer
analyse
HeartThe answer is
not in the story; you have to
answer it
The author would agree/disagree with
itEvaluative
Reading beyond the
lines‘on my own’
thinking
evaluateimagine
speculatepredictjudge
estimateforecast
apply
Three levels of questions
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Look for ‘hidden’ clues in the
illustrations and text.
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it helps us make inferences about the character’s
feelings and actions
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People who can explain how the clues help them to infer meaning
in a text.
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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.
Literal and Inferential questions
• What did Sue grab as she left? (Literal) • How do you think Sue got to her destination? (Inferential)
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• 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?
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• 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
What does this mean for my teaching??