Northern Adelaide Region Primary Comprehension Strategy

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Northern Adelaide RegionPrimary Comprehension
Strategy
Module 1
Julie Fullgrabe, Regional Curriculum Consultant
Debbie Draper, Regional Curriculum Consultant
Sue Eden, Aboriginal Education Coordinator
Effective Professional Learning and Comprehension
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Outcomes

• Participants will
• consolidate understandings about the purpose and
  function of professional learning communities
• examine standards and assessment options to
  determine site priorities
• be introduced to a variety of options for
  improvement planning the what and how of
  comprehension strategy instruction
• Have an understanding of the Zone of proximal
  development, use of a framework and strategies
  for differentiation, intervention and support
• Be provided with a range of resources and ideas
  to support their work in sites

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900 Introduction Overview for day Housekeeping
905 Effective Professional Learning Norming Activity
930 Effective Professional Learning Professional Learning Communities
1100 Morning Tea Coffee, tea and biscuits
1120 Standards / Self Review What are the regional standards? What do they mean in terms of skills students need? What data and assessment tools are available to us? Processes to look at site data to determine priorities  
1200 Improvement Planning What? comprehension strategies  How? Gradual Release of Responsibility model High Yield Strategies Environmental conditions
100 Lunch Own arrangements
130 Intervention Support Differentiation what do we want them to learn? What do we do if they dont learn? What do we do if they already know it? 
230 Walk through Resources to support facilitators 
300 Planning Where to next? 
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• Module 1 Effective Professional Learning and
  Comprehension
• Module 2Monitoring Comprehension
• Module 3Making Connections
• Module 4 Maths Comprehension
• Module 5Questioning Strategies
• Module 6Inferencing
• Module 7 Visualising and Visual Texts
• Module 8Non-fiction reading strategies
• Module 9Fluency and Automaticity
• Module 10Vocabulary

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• What is the one behaviour that most frustrates
  you about working with others in a team?

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Team Norms

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See handout
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Solution Tree Rick DuFour on Groups vs Teams
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Developing Team Norms
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Developing Team Norms
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Image from http//astoriedcareer.com/2009/01/how-t
o-guarantee-youll-tell-st.html
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Barossa Professional Learning Community Our
journey so far.
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• Finding a starting point

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Students were surveyed
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Perception Strategies used Activities enjoyed Activities not enjoyed
At Spelling I am Really good I can spell lots of words 3 Pretty good for my age 8 Average 7 I have a bit of trouble with spelling 2 I really struggle with spelling 1 Sound it out (11) Write it out (5) Spell it in my head (4) Ask a friend (4) Have a guess / try (4) Break up the word / syllables (3) Dictionary (3) Write it down different ways choose best (2) Say it to myself (2) I picture it in my mind LSCWC Step word Think of other words like it Do activities with the words and remember it Find a word (6) Dictionary meaning (4) Word cricket (4) Crossword (3) Dont enjoy any (3) Step words (3) Syllables (3) Making props (2) Word snakes (2) Alphabetical order Antonyms Chain words Colour words Eyes closed words Illustrations Learning my list words Making an ad with them Sentences Spelling chains Sport spelling Synonyms Word snakes Write words on white board Writing stories Dictionary meanings (11) Synonyms (4) All of them (4) Antonyms (3) Chain words (3) Cross words (2) None (2) Sentences (2) Shape words (2) Speed typing Step words (2) Acrostic poems TV ads Word cricket
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Differentiated Spelling Diagnose (skills,
engagement, strategies) Differentiate (lists,
strategies, activities) Engage (technology,
hands-on, games, MI strategies)
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REFLECTIONS
How do we help ourselves and teachers to reflect
on beliefs and practices? How do we develop
ownership? What are the essential skills for
educators? What explicit teaching, when? How do
we balance NAPLaN with a thinking
curriculum? Relationships are paramount student,
teacher, leader We operate so often from a
deficit model.
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Expectations?
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Story Connection Attitudes
Story Connection Attitudes
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So, what are Professional Learning Communities?
See handouts
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Define a professional learning community
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Theory Understandings
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Discuss how you purposefully summarised the
reading .
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• What does participating in professional learning
  communities look like?
• What is an image or analogy for this?
• Participating in PLCs is like.....
• ___________________is to a PLC as___________ is
  to_______________

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Concepts Patterning Models
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Step by Step Guide
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Procedures Skills Linear processing
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What?
Who?
P.L.C.
Where?
Why?
How?
When?
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4 Key Questions for PLCs

• What is it we expect them to learn?
• How will we know when they have learned it?
• How will we respond if they dont learn it?
• How will we respond if they already know it?

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Making it concreteour SA reference points
What do I want them to learn?
How will I know if they got it?
So what will we do to get there?
Margot Foster, 2011
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Step by Step Guide