Statement About Reading

Statement about Reading Differentiated Curriculum I Do, We Do, You Do. The teaching and learning of a reading is a key priority in schools of the central A cone represents differentiated instruction based on student need. Mine, Our, Yours the gradual release of responsibility model Queensland region. Improved student achievement in outcomes in reading secures 1. Explicit teaching for all students in response to achievement describes a balanced approach to the teaching and learning of success across all the learning areas and beyond. data. reading from teacher directed to independent reading practice. 2. Targeted teaching strategies developed collaboratively. 3. Intensive collaborative teaching in critical areas: Reading is a social and critical practice. Print, oral and media text are read for I Do, We Do, You Do builds upon a range of existing school Decoding  Fluency  Comprehension  Higher Order enjoyment to find information and to learn. Comprehension is the goal of reading. Thinking resources and reading instruction practices and provides a Reading comprehension is a cognitive activity that involves the process of Personal Vocabulary  High Frequency & Everyday language to describe reading instruction across a whole school simultaneously extracting and constructing meaning. It is an active process in which Vocabulary  Specialised Vocabulary Technical Vocabulary community. knowledge about the context (subject matter, reader writer relationships, mode and medium) and the text being read, and filtered through the readers prior I Do, We Do, You Do aims to develop fluent, competent, knowledge. Proficient readers can identify the universal theme, comma issues or confident, independent problem solvers who willingly read the BIG IDEAS of a text. The Four Resources Model categorises reader roles into more and read more widely across the learning areas and four integrated practices: Code Breaker, Text Participant, Text User and Text beyond the schooling years. Analyst.

EVERY DAY I Do (Red Light) Show Me! Model the habits and strategies of a proficient reader to students.

We Do (Amber Light) Help Me! Conduct regular guided reading instruction to teach the strategies with students.

You Do (Green Light) Let Me! Encourage and give time for independent fiction and non-fiction reading by students.

The Teaching-Learning-Cycle of modelled, shared, guided and applied learning also describes the needs based instructional groupings in an effective differentiated reading classroom.

Overview of Reading Activities and Pedagogy Monday Tuesday Wednesday Thursday Friday P-3 Modelled Modelled Modelled Modelled Modelled Guided Guided Guided Guided Guided Independent Reading Independent Reading Independent Reading Independent Reading Independent Reading Distribution of home readers Distribution of home readers Distribution of home readers Distribution of home readers Distribution of home readers Strategies Strategies Strategies Strategies Strategies Sight Words (Rolleston SS Sight Word Sight Words (Rolleston SS Sight Sight Words (Rolleston SS Sight Sight Words (Rolleston SS Sight Words (Rolleston SS Program) Word Program) Word Program) Sight Word Program) Sight Word Program) Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Jolly Phonics (Prep and Year 1) Jolly Phonics (Prep and Year 1) Jolly Phonics (Prep and Year 1) Jolly Phonics (Prep and Year 1) Jolly Phonics (Prep and Year 1 Middle Phase 4-7 Modelled Modelled Modelled Modelled Guided Guided Guided Guided Independent Reading Independent Reading Independent Reading Independent Reading Distribution of home readers Distribution of home readers Distribution of home readers Distribution of home readers Strategies (First Steps) Strategies (First Steps) Strategies (First Steps) Strategies (First Steps) Sight Words(Rolleston SS Sight Word Sight Words(Rolleston SS Sight Sight Words(Rolleston SS Sight Sight Words(Rolleston SS Sight Program) Word Program) Word Program) Word Program) Shared Reading Shared Reading Shared Reading Shared Reading

Five aspects of Reading ` Fluency Vocabulary Knowledge of Text Knowledge of the world Active reading strategies

 Text processing  Oral language  Genre/Text Types across  Connection of known to  Strategy use Before-

strategies  Language-rich environment learning areas new knowledge During and After reading

 Metalinguistics  World learning strategies*  Audience/Purpose of texts  Building of field/subject/  Metacognitive use of

F Rolleston State School’s Reading

Framework 2012