Good Counsel Primary School

7/11/2013

AGQT Project Final Stage Data Collection READING COMPREHENSION

Identification of Reading Comprehension Levels within a Class
12 10 8 6 February 4 2 0 Standardised Running Records Regular Running Classroom Previous Year's Tests Records Interactions and Levels Responses September

Graph 1 identifies how staff are identifying appropriate instructional levels of Reading Comprehension for individual students. Staff continue to see the benefit of standardised tests, running records and students response during classroom activities A number of staff identified the value of using running records more frequently as a means of identifying a students level, ability and needs

Good Counsel Primary School

7/11/2013

Catering for Different Levels of Reading Comprehension within a Classroom

14 12 10 8 6 4 2 0 February September

Graph 2 identifies how staff are catering for the delivery of different Reading Comprehension levels within the classroom. There is a greater awareness of the need to create questions on a number of comprehension levels Better management of reading groups are happening due to cohorts working together to enable them to form more groups, thus catering for more specific needs of students Text types are being varied for the teaching of strategies, and interests of students

Good Counsel Primary School

7/11/2013

Variety of Teaching Strategies Used to Teach Reading Comprehension

16 14 12 10 8 6 4 2 0 February September

Graph 3 identifies the reading Comprehension strategy categories being used to teach reading comprehension. There is a greater awareness of the significance of the teaching of reading throughout the school Reading rotations are happening in all classrooms Many teachers are focusing on specific reading strategies The knowledge of explicit teaching and modelling to students has risen The benefits of retell has been discussed at length and many staff have included this as a strategy to teach and learn

Good Counsel Primary School

7/11/2013

Recording of Teaching Strategies to teach Reading Comprehension

10 9 8 7 6 5 4 3 2 1 0 Day/Weekly Plan Unit Overview Guided Reading Folder Types of quesitons Nowhere February September

Graph 4 identifies the place where teaching strategies of Reading Comprehension, which are being used, are recorded in the planning phase. All staff see the value of recording their strategies for the teaching of reading Most staff indicate that they now develop questions for the different levels of comprehension (literal, inferential and evaluative) prior to the reading of texts Guided reading folders are being used for many of the reading groups across the school

Good Counsel Primary School

7/11/2013

Measurement of Individual Reading Comprehension Growth

16 14 12 10 8 February 6 4 2 0 Alphabet Awareness Running Records Standardised Tests Responses during classwork Parental Input September

Graph 5 identifies how students growth in Reading Comprehension is determined All staff now value the information from the running records for the measuring of reading growth. The retell section, in particular, has created a great deal of discussion, with all understanding its value and the implications for students and implementation.

Good Counsel Primary School

7/11/2013

Professional Development in Reading Comprehension - Areas of Need

9 8 7 6 5 4 3 2 1 0 Reading Writing Level Watching other Comprehension Questions for Teachers Strategies Texts Analysis of Problems Software February September

Graph 6 identifies areas of requested Professional Development for Staff Staff are more aware of reading comprehensions strategies and are keen for further PD in this area, in particular the writing of questions that will effectively cater for Literal, inferential and evaluative questions