This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to: 1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level. 2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels. 3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.

1. Reading Comprehension
Plympton Primary School
Pupil Free Day 4th August, 2014

2. Overview of the Day
Status Quo – Stocktake
Australian Curriculum: English
Using Descriptive Continua – PAT-R
Learning of our students – the data
Plan of action
Using Book Week books to implement
plan

3. Learning Intentions/
Outcomes
Support and challenge each other
Clear picture of what learning looks
like at different levels
Develop clear picture of how we need
to differentiate practices, resources,
targets to cater for needs of our
students
Develop further consistency in
practices and processes used at PPS

4. Status Quo - Stocktake
Work in pairs with someone you don’t
usually work with.
Use colour texta to indicate year level
◦ Red – Junior Primary
◦ Green – Middle Primary
◦ Blue – Upper Primary
Share

5. Sharing back:
What’s working well?
◦ How do you know?
What needs to improve?
◦ How do you know?

6. Australian Curriculum: English
Australian Curriculum: English Comprehension Achievement Standards
Foundation Year achievement standard
By the end of the Foundation year, students listen to, read and view a range of spoken, written and multimodal texts
from familiar contexts. They interpret and provide relevant explanations of characters and main events in
imaginative texts, and key ideas and visual features in short informative texts, making connections to personal
experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts
listened to or viewed. They accurately identify the letters of the English alphabet, and know the sounds represented
by most letters. They read short, predictable texts aloud with some fluency and accuracy, drawing support from their
developing sound and letter knowledge. They effectively use predicting and questioning strategies to make meaning
from texts.
Students write one or more simple sentences to retell events and experiences for a known audience. Their writing is
connected appropriately to illustrations and images produced as part of the text. They link two or more ideas or
events in written and spoken texts.
They use and understand familiar vocabulary, predictable text structures and common visual patterns. The short
texts they produce show understanding of concepts about print including letters, words and sentences. They use left
to right directionality, return sweep and spaces between words. They handwrite most lower case and some upper
case letters, and use some capital letters and full stops. Their writing shows some evidence of the use of sound–
letter knowledge. In informal classroom settings students communicate clearly and purposefully and engage in pair,
group and class discussions, and participate actively in group tasks.
Year 1 achievement standard
By the end of Year 1 students listen to, read and view a range of spoken, written and multimodal texts, recognising
the different purposes of these texts. They accurately use knowledge of text structure, letters, words, sentences and
directionality to read different kinds of short texts. They retell the main ideas in texts in logical sequence. They
understand literal and some inferred meanings in imaginative and informative texts and accurately recall some key
ideas. They display sustained interest in longer texts listened to and viewed. They know the sounds represented by
all letters, and the purpose of capital letters and full stops. They read short, predictable imaginative and informative
texts aloud with some fluency and intonation, and use sentence boundary punctuation appropriately to support
meaning.
Students create short imaginative, informative and persuasive spoken and written texts for a limited range of
purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include
beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant
vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use capital letters
and full stops appropriately. They accurately spell many words with regular spelling patterns and a growing number
of irregularly spelled words. They use different interaction conventions including asking questions and making
comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class
discussions and make short presentations of a few connected sentences on familiar and learned topics.
Year 2 achievement standard
By the end of Year 2 students listen to, read and view a range of spoken, written and multimodal texts, recalling
details and some main ideas and key facts. They begin to compare the content and purposes of different texts on
similar topics. They locate literal information in written texts, and refer to features of language and images to make
inferences ab o ut characters’ ac t ions an d motivations. They di scuss po ssible meanings in narratives, an d pr ed ict likely
future events. They sustain interest in characters and events in imaginative texts, seek books by favourite authors
and give reasons for personal preferences. They relate information, ideas and events in texts to their own lives and
to other texts. They locate information on a variety of topics in texts with some complex language, ideas, images and
vocabulary.
They read, monitoring meaning and self-correcting using context, prior knowledge, grammar and phonic knowledge.
Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes
and audiences, drawing on their own experiences, their imagination and ideas they have learned. They create texts
that appropriately include writing and images to support the meaning of the text. They organise texts in predictable
ways using a small range of text and sentence structures.

7. Using Descriptive Continua
Descriptive scale scores help to
identify the point at which students get
50% of questions correct and 50% of
questions incorrect.
Zone of Proximal Development
(Vygotsky)
Gradual Release Model

8. PAT-R: Descriptive Scale
Each group to take a scale score
description along the developmental
continuum
Cut it out and stick it on an A3 sheet of
paper
Identify the key words
Note what support structures/ explicit
teaching opportunities needs to be
provided to students at this level to
consolidate understanding

9. Consider:
Resources
Strategies – 9 identified by Sheena
Cameron
Structures and Features of Texts,
including:
◦ Vocabulary
◦ Sub-headings
Level of meaning
◦ The author says/ shows…
◦ The author means…
◦ The author would agree that…

10. Our Data
Look at your class’s data – PAT-R Scale
Scores, Running Records
Identify where they are on the continuum
◦ Notice patterns – class needs, cohorts,
individuals
Make a plan of action – taking note of
Support structures and explicit teaching
ideas from previous activity
SMARTAR targets set
◦ (Specific, Measurable, Achievable, realistic,
time-oriented, agreed, reviewed – Week 5
PLC Book Week Staff meeting)

11. Book Week Shortlisted Books
Explore the shortlisted books with your
class needs in mind
Design a graphic organiser that will help
students to reach goals set (Shared
resource)
Refer to Sheena Cameron book:
Teaching Comprehension Strategies and
other resources, including:
http://readingcomprehensiondownloads.
wikispaces.com/