Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 8: Reading Developmental Continuum >

Session 8 - Structure of the session

Introduction
Part A: Structure of the continuum
Part B: Mapping
Part C: Explanations of indicators
Part D: Planning for assessment and evaluation of reading
Part E: Professional reflection and action

Introduction

Share the purpose of the session (OHT 8.1 (new window) 10k ).

Identify outcomes of the session (OHT 8.1 (new window) 10k ).

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Part A: Structure of the continuum

Purpose

The purpose of Part A is to help participants understand the structure and content of the Reading Developmental Continuum.

Procedure

Ask participants to examine the fold-out page headed 'Overview of Reading Developmental Continuum' at the front of Reading Developmental Continuum.

Identify the structure of the Overview of Reading Developmental Continuum, using OHT 8.2 (new window) 10k .

Ask participants to find the components on their copies of the overview.

Have participants read the phase descriptors on the overview. They may immediately be able to relate these to students in their class.

Emphasise the following points:

Students must exhibit all the key indicators of a phase to be assigned that phase. This is referred to as 'operating in a phase' or 'working in a phase'.
The exception is for Phase A where students need to exhibit only one indicator to be mapped as operating in Phase A.
Key indicators are numbered and appear in the shaded section of the overview.
There are no key indicators under the Attitudes organiser.

Explain to participants that they will now be looking at the continuum in more detail - that is, at the organisers, key indicators and indicators.

Ask participants to turn to the fold-out page headed 'Indicators for Reading Developmental Continuum' at the front of Reading Developmental Continuum.

Point out the structure of the continuum, using OHT 8.3 (new window) 10k .

Show the links between the organisers and the phases of the continuum, using OHT 8.4 (new window) 10k . Note that only Phase D has a change of heading - 'Making meaning using context' becomes 'Strategies for making meaning using context'.

Introduce the continuum reconstruction activity on Handouts 8.1 (new window) 14k and 8.2 (new window) 38k . This is based on Phases A, B and C of the continuum. Participants can complete the activity in small groups. The facilitator will need to:

photocopy the pages of phases and organisers (Handout 8.1 (new window) 14k );
photocopy the pages of indicators (Handout 8.2 (new window) 38k );
cut out the boxes of indicators and place them in envelopes or packets (each envelope/packet should contain indicators for the three phases).

Each group of participants should receive:

a copy of the phases and organisers (Handout 8.1 (new window) 14k );
an envelope or packet of indicators (Handout 8.2 (new window) 38k ).

Ask participants to read the indicators in each box and to paste them under the phase and organiser to which they refer.

Have participants check their reconstructed continuum with the Individual Student Profile in Reading Developmental Continuum.

Emphasise the following points:

Students may exhibit indicators across phases.
The Reading Developmental Continuum becomes the Individual Student Profile when indicators begin to be mapped to show student progress.

Key messages

The overview of the Reading Developmental Continuum provides phase descriptors, key indicators and major teaching emphases for each phase.
The Reading Developmental Continuum is a framework for linking assessment and teaching.

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Part B: Mapping

Purpose

The purpose of Part B is to develop participants' knowledge of the mapping process and confidence in using assessment data to map.

Procedure

Explain that Individual Student Profiles are a form of cumulative record which allow teachers to map student progress from a range of data sources. Sometimes, observations may be mapped directly onto the continuum. At other times, data such as work samples, conference notes and self-evaluations will be the primary source of information which supports mapping on the continuum.

Discuss the sequence of steps in the mapping process, using OHT 8.5 (new window) 10k .

Emphasise the following points:

Only key indicators must be mapped.
The indicators sometimes provide more information about the key indicators.
Dating entries on the Individual Student Profiles is highly recommended as it enables the teacher to monitor progress over time.
If teachers are assessing according to the syllabus requirements, they will have ample information to map student progress without collecting any additional data.
While no phase is linked to a year level, it is generally expected that students will be operating in Phase C by the end of their second year at school. Phase D requires students to read more complex texts, to begin to use critical literacy skills and to use a variety of reading strategies efficiently and independently.

Ask participants to form pairs for the mapping activity they will complete during this part of the session.

Distribute Handout 8.3 (new window) 11k and copies of the Individual Student Profile.

Ask participants to:

read the observations on Handout 8.3 (new window) 11k ;
predict the phase in each case, using the phase descriptors in the overview of the continuum;
mark on the Individual Student Profile the indicators that the observations reflect;
discuss observations and allocate possible phases.

As a group, discuss the phase allocations each pair has made.

Show OHT 8.6 (new window) 11k and discuss the correct phase allocations.

Have participants repeat the activity using the assessment item they have brought.

List the various assessment items participants have brought to the session on the blackboard or whiteboard and discuss their use.

Remind participants that the Reading Developmental Continuum is a form of cumulative record which allow teachers to map from a range of sources, including:

reading analysis (including miscues analysis);
reading interview;
reading conference;
retelling;
concepts about print checklist;
observation of reading behaviours;
reading log analysis;
letter and sound identification sheet;
word test;
writing vocabulary analysis (allows teacher to observe the student's detail to visual information).

Point out that using a range of assessment items will help give a complete picture of a student 's reading development.

Key message

Teachers can use a range of assessment items to gather data which can be used when mapping on the Reading Developmental Continuum.
The Reading Developmental Continuum differs from the Number Developmental Continuum because only key indicators need to be mapped.

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Part C: Explanations of indicators

Purpose

The purpose of Part C is to enhance participants' understanding of the key indicators in the Reading Developmental Continuum.

Procedure

Ensure that participants have copies of Understanding the Key Indicators of Reading and Writing to refer to during this part of the session.

Ask participants to identify any indicators that need further explanation or clarification, based on the mapping activities from Part B.

Read and discuss explanations for these in Understanding the Key Indicators of Reading and Writing.

Ensure that indicators B2, B4, C1, C2, C3, C6, D3, D4, D5 and D8 are included in the discussion as teachers commonly require clarification of these. Emphasise that in C6, the 'bank of words which are recognised in different contexts' will vary considerably. It is not appropriate to use a sight word test (out of context) to determine whether or not a child has attained this indicator.

Key message

The publication Understanding the Key Indicators of Reading and Writing should be used as a guide to ensure that mapping on student profiles is consistently interpreted across classes, year levels and schools.

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Part D: Planning for assessment and evaluation of reading

Purpose

The purpose of Part D is to discuss the elements of an assessment and evaluation program for reading.

Procedure

Ask participants to work in pairs and brainstorm ideas on how teachers can use the Reading Developmental Continuum to inform them about students' reading development.

Facilitator's notes

The Reading Developmental Continuum enables teachers to:

evaluate the development of students' understandings and skills;
report systematically and accurately on students' current understandings and skills;
monitor students' progress;
select from banks of strategies that are directly linked to the students' current levels of functioning as mapped on the continuum to ensure that satisfactory progress is maintained;
provide continuity of teaching and learning throughout the school and from year to year.

(Reading: Resource Book 1994, p. 126)

Ask participants to contribute their ideas about planning and managing reading assessment to the whole group. List these on the blackboard or whiteboard.

Emphasise to participants that in the early childhood years, teacher-student conferences and observations form the major part of an assessment and evaluation program in reading.

Ask participants to suggest activities and opportunities within the classroom program where teachers can observe students' reading behaviours, the strategies they use and the attitudes they have about reading.

Facilitator's notes
Observations can be made:

during silent reading;
while small groups are working collaboratively;
in shared reading sessions;
in discussions;
from children's written responses.

(Reading: Resource Book 1994, p. 123)

Remind participants that as well as conferences and observations, information about students' reading progress can be gained through using students' self-assessment and by analysing responses.

Ask participants to suggest activities where these two forms of assessment could be used.

List these suggestions on the blackboard or whiteboard.

Facilitator's notes
Using students' self-assessment

reading logs
reading journals
personal reading reports

Analysing responses

analysis of retells
miscue analysis
cloze analysis
analysis of reader 's written or oral activities
analysis of word identification strategies

(Reading: Resource Book 1994, p. 125)

Point out to participants that there are many ways to assess and evaluate students' reading development.

Refer participants to pages 123-136 of Reading: Resource Book. Publication details are provided in the bibliography at the end of the session.

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Part E: Professional reflection and action

Purpose

The purpose of Part E is to encourage a commitment to learning and professional reflection.

Procedure

Select one of the following options for participants.

Notes:

Options A and B are offered in Part E of most sessions of this training and professional development program. Participants should complete Option A at some stage of the program. If they have done this activity in a previous session, choose one of the other options. Option B can be repeated as often as desired.
OHTs and handouts for Options A and B are included in Sessions 1 and 2 materials.

Option A

Display the diagram of the teaching-learning cycle on OHT 2.5 (new window) 11k .

Give participants copies of the diagram (Handout 2.3 (new window) 11k ).

Encourage discussion about the diagram and the statement below it.

Ask participants to form pairs and to indicate on Handout 2.3 (new window) 11k where they see the continua fitting into the teaching-learning cycle.

Ask participants to share their ideas with the group.

Option B

Ask participants to complete one of the Reflective Journal sheets in Handout 1.4 (new window) 21k . Participants may like to compile their notes and observations in journal form. A cover sheet is provided for this purpose.

Option C

Select questions from the list below (or add alternatives) and ask participants to answer in view of the new information presented during the session.
What would I like to know more about?
How will the new information I have learned in this session affect my classroom practice?
Who can support me in my new learning?
What resources are available to help me learn more?

Option D

Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example, try a new reading assessment instrument in the classroom and assess and reflect on its suitability.

Key messages

Some of the most powerful professional learning takes place when teachers identify interests or concerns and strategically plan to investigate and improve their teaching practice.
Teacher learning may take many forms, including:
- action research;
- teacher research;
- professional journal;
- peer coaching;
- professional networks.

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Facilitator's reflection

Which participants require further support?
What form could this take?

Comments:

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