Learning, creating and implementing Targeted Reading Instruction
C - Context At Gawler East Primary School there has been a major shift of focus around reading instruction. Through undergoing professional development days and accessing updated literacy agreements has allowed for me to design and implement a targeted reading instruction (TRI) approach to my literacy block. When implementing the TRI, I ensure that I follow the outline of the agreement and support the Site Improvement Plan (SIP) goal to retain and increase the number of students achieving SEA and in the higher bands of reading. For the literacy block in my class, I have created and implemented predictable structures around the vital components of literacy which include Jolly Grammar and Spelling (see evidence A 8.1), Daily 5 and Targeted Reading Instruction. Daily 5 is undertaken daily and I have created a targeted reading intervention group which consists of my students of concern, these students read daily (see evidence A 8.2). There are many factors I have to take into consideration to ensure that my 27 students all have the opportunity to:
Work individually whilst working towards achieving their individualised reading goal.
To work 1:1 with the teacher and develop on their individual reading skill during TRI.
To ensure that the Targeted Reading Instruction is succinct, I have interwoven Daily 5 and TRI at the same time. This allows for my students to make time management and independent accountability a priority (see evidence A 8.3).
A - Actions For my literacy program to be successful for all of my student as well as aiming for the SIP reading goal I have had to:
Create, explain and review individual student reading goals, including those students with One Plans (see evidence A 8.4).
To use evidence-based and data informed practices when grouping my students through basing on reading skill or ability.
Access data sets to analyse student achievement such as PAT R and DIBELS and to see where the next steps are in their learning. (see evidence A 8.5).
Ensuring reading goals are set based on the Science of Reading.
Set up consistent routines for Daily 5 to ensure students access the targeted reading instruction.
Set explicit learning activities to provide students with the opportunity to work independently and self-manage their learning.
Organise texts that relate to the literacy program and can be differentiated to suit student abilities and current reading skill being practiced.
R - Results By implementing Daily 5 alongside Target Reading Instruction has provided me with opportunities to run sessions within the literacy block that allows for students to focus on their individual goals and tasks around spelling and reading. By implementing predictable and structured routines I have found that this has supported my students in understanding the 'why' of their learning, students are developing on their self-regulation and building towards being an independent learner. Students can access their learning without needing the 1:1 support from the teacher and begin using strategies to solve problems. By having a structured literacy block this has allowed me the time to work with small groups during TRI on reading and skill development, it also supports my students in developing confidence within themselves and become self-driven towards achieving goals.
E- Evaluation Through having the opportunity to build upon my understanding of reading instruction through professional development, creating, implementing and reviewing my Targeted Reading Instruction has allowed for me to build upon my pedagogical practices of applying literacy strategies and interventions to support individual student learning needs and skills. For next year and into the future of my career as a teacher, I will continue to run daily TRI sessions into my class. I have established proficient practices of reading instruction into my classroom, and I can see students becoming increasingly more confident within themselves as independent learners.
Evidence A 8.1 - Term 3 Timetable. When creating my timetable, I had to ensure that I could fit the swaps between the year 5/6 classes for Jolly Grammar and Spelling. We agreed that these are to be done Monday and Tuesday Lesson 1. To build a predictable structure and routine, I ensured that I created a literacy block to be done the first part of the day to support students to have an uninterrupted literacy block as much as I could.
Evidence A 8.3 - This is the daily 5 independent task checklist. A new list is displayed each week for students to go through and check off when they complete an activity. At the end of the week, students go through with the teacher and show completed work and highlight their name once work is complete.
Evidence A 8.2 - Daily 5 rotations. These rotations take place from Monday - Thursday. Students are very familiar with the structure and understand they only have 2 minute transition time between the 15 minute rotations. Once the timer goes, all students know that they must be on task, if they get stuck they use the strategy See 3 Before Me to support students in attempting to problem solve before going to a teacher.
Evidence A 8.4 - Term 3 goal monitoring. Each student had an individual goal sheet within the small group. Before the TRI, I would go through the learning intention and success criteria by referring to the individual student reading goals. During the sessions, I write out the date the observation was taken and whether the student had achieved the learning intention or still working towards.
Evidence A 8.5 - DIBELS (left) and PAT R (right and bottom) data for my year 5/6 class at GEPS. During the school year, students complete an ORF and Maze, there are three intervals that these take place. Beginning of the year, middle of the year and end of the year. After both are complete, the system automatically calculates the students reading composite score and applies a colour code. Red - under SEA, yellow - just below SEA, green - at SEA and blue - above SEA. DIBELS specifically analyses students reading fluency. PAT R tests students on four key parts of reading - IE (interpreting explicit information), II (Interpreting by making inferences), RF (Reflecting on texts) and RI (Retrieving directly stated information). From there, students are given a scale score. I have colour coded these scores during analysis and interpreting students scores from the previous year to see whether they have increased, decreased or kept the same score between the two years. I go into further analysis of looking at specific strands to see where the students next steps are when developing goals for TRI.