I have really enjoyed the two terms that we have worked on R3 pilot program!
From a SCHOOL COMMUNITY viewpoint, R3 has highlighted the importance of Guided Reading, Reciprocal Teaching and Read and Retell in our school.
- Through teacher visits to the R3 lesson and viewing Guided, Reciprocal Teaching and Read and Retell, we have shared the learnings, inspired and supported teachers who were otherwise confused, and consolidated and reinforced the importance of such strategies being incorporated into the classroom menu board.
- Professional Input at Staff Meetings has helped to answer inquiry questions about Guided Reading, Reciprocal Teaching and Read and Retell. Therefore the pilot program has refreshed teacher understandings and encouraged the use of these strategies within the classroom. The benefits from the community perspective have been far reaching through the introduction of a much needed intervention program to support the development of comprehension in the older readers and to address the needs of students as seen through data analysis such as NAPLAN and Pat R.
- Acceptance by Year 5, 2015 and 6 teachers 2016, of the program and incorporating R3 into their Menu Board activities as to ensure easy transition and support of participants.
- The Parent Support from those children on the program has also been a contributing factor to the benefits to our school community. The students regularly ask their parents to sign their reading log, and as the teacher I have spoken to parents who have been very pleased to see the routine of regular reading being part of their child's daily work and pleasure times as witnessed by the holiday reading by my students and evidenced in their logs. Further, parents gave books to students as Christmas gifts as encouragement and support.
- There has also been a further support group set up with children who did not get onto the program, receiving session with our Principal, using Read and Retell as a tool for further clarity and comprehension.
- I am also a Learning Support Teacher in Stage 2 and this term I have incorporated similar style strategies into Year 3 Reading Groups ( 2 groups of 4 children) as in R3. The data collected highlights quick acceleration for those children not at Benchmark at the end of Term 4 2015.(Moving from L 26 to L 30 in Term 1 as at Week 7 2016)
For the INDIVIDUAL STUDENTS:
- Comprehension Levels have increased from Year 4 levels in Term 4 2015 to Year 6 levels in Term 1 2016. As seen by BAS
- Guided Reading sessions built around Questioning, Clarifying and Summarising through talk and written responses.
- Metacognitive conversations developing through teacher modelling and group sharing.
- Breaking of unknown words on the run as a means of developing vocabulary.
- Reading for MEANING as evidenced by fluency, self corrections and re-reading strategies.
- Confidence to discuss texts, and transition from small group interaction to classroom group contributions.
- Detailed summarising both orally and written, that are accurate and sequenced according to text.
- Improved grammar and structure of language as witnessed by written responses being edited by students before publishing.
- Reading for ENJOYMENT because it makes sense to them now.
- Reading and Writing with purpose through blogging with students from other schools.
- Improved confidence in reading publicly through daily teacher shared reading.
- Independent clarifying of questions while reading through use of Dictionaries, thesauruses and mapping investigations.
- Access to digital content through the use if iPads.
As the Teacher of R3
- I have participated in professional development
- I have 'self extended' my expertise as a practitioner and as a colleague leading school based professional learning and supporting teachers one to one, through modelling, observation and giving and receiving feedback.
- shared my learning with colleagues from other schools and my own school staff
- participated in rich learning experiences through meeting R3 colleagues each term, and through colleague visits.
- improved my use of technology through student and teacher blogging
- sharpened my skills in Guided reading Reciprocal Teaching and Read and Retells.
- gained confidence in the area of Literacy Acquisition K-6.
- been Inspired and Encouraged in my teaching career.
