ECL310 Assignment 1 : Middle Years Learner Profile and Plan

Your student name:

Student Group 6 - Reading
Introduction
As part of this assignment four middle year students were assessed on their reading abilities. The
students named Bryce, Jarrod, Elisha and Jake were assessed based on their reading development
records. These records included; their fluency of reading, encompassing flow, punctuation and
expression of reading, as well as, their comprehension answers data. Three running records were
supplied and one was conducted by myself, based upon the reading videos provided.
Learner Profiles
As discovered through analysing the data, there was one universal need that all students shared.
Remarkably all students were operating at an accuracy rate of 97-98% of execution at reading, with
the exception of one student at 95%, however their ability to comprehend the text was significantly
lower. The data indicates that these students are mixed between limited and unsatisfactory
comprehension levels (appendix 6). Even though these texts are considered easy reads for the
children, the texts are arguably too hard, as the children struggled to gain meaning and important
information from within the text. The significance of comprehension is conveyed in the Victorian
Curriculum VCELY319 (full detail in appendix 1)
Child One
Bryce skill evidence Link to Vic. Curriculum

Strengths Comprehending Bryce can recall and Level 5 in Responding

within the text. comprehend the key to literature.
factors from within the Orally, in writing or
text, his answers are using digital media,
relevant to the questions giving a considered
asked. His answers are interpretation and
recorded at level 3. (see opinion about a
literary text
appendix 2A)
(VCELT314)

Areas of further Comprehending Bryces answers scored Level 5 & 6 in Literacy

development information about the lowest here with 1. Analyse the text
the text. His answers were vague structures and
and too general which language features used
showed a lack of in imaginative,
understanding of emotive informative and
and persuasive language. persuasive texts to
(see appendix 2B) meet the purpose of
the text (VCELY320)

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Child Two
Elisha
Strengths Comprehending Elishas strength though it
within and beyond is only marginally better
the text. than her areas for
development (scoring a
1) is her ability to recall
some facts within the text
and rationalise the
common theme of the
text. (see appendix 3A)
Areas of further Comprehending Elisha scored a 0 for this
development information about section. She wasnt able Analyse the text
the text. to articulate why or how
the article was
persuasive. Elisha has
missed the key factors
that indicate the
language or words used
to persuade the reader. A
zero shows a significant
gap in understanding (see
appendix 3B)
Child Three
Jake skill evidence
Strengths Comprehending Jake was able to recall
within the text. specific facts written in
the essay and was able to
generate ideas that were
relevant to the question
asked. He scored a 2 out
of 3. (see appendix 4A).
He found/remembered
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Analyse strategies
authors use to
influence
readers(VCELY345)
Level 5 in Literacy
Use comprehension
strategies to analyse
information,
integrating and
linking ideas from a
variety of print and
digital
sources (VCELY319)
Level 5 & 6 in Literacy
structures and language
features used in
imaginative,
informative and
persuasive texts to
meet the purpose of
the text (VCELY320)
Analyse strategies
authors use to
influence
readers(VCELY345)
Link to Vic. Curriculum
Level 5 in Literacy
Use comprehension
strategies to analyse
information,
integrating and
linking ideas from a
variety of print and
 most of the important
information.
Areas of further Comprehending For this area Jake scored
development information about a 1 out of 3. In his
the text. answers Jake quoted
passages of the text but
they were not relevant to
the question. His answers
were vague and not
specific enough for what
the question required. He
showed little ability to
retain understanding
from the text as to what
language persuades the
reader. (see appendix 4B)
Child Four
Jarrod
Strengths Comprehending Jarrod was able to
within the text. include the important
ideas in his answers. His
answers though, lacked
detail which is why he
has scored 2 out of 3 for
this section. It is clear
from the data that Jarrod
has an understanding of
the themes within the
text. (see appendix 5A)
Areas of further Comprehending Jarrod was able to
development information mention a few ideas
beyond and about about the text but failed
the text. to include specific details
and facts about the text.
The key understandings
were neglected and he
gave answers that
werent relevant to the
question being asked.
(see appendix 5B)
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digital
sources (VCELY319)
Level 5 & 6 in Literacy
Analyse the text
structures and language
features used in
imaginative,
informative and
persuasive texts to
meet the purpose of
the text (VCELY320)
Analyse strategies
authors use to
influence
readers(VCELY345)
Level 5 in Literacy
Use comprehension
strategies to analyse
information,
integrating and
linking ideas from a
variety of print and
digital
sources (VCELY319)
Level 5 & 6 in Literacy
Analyse the text
structures and language
features used in
imaginative,
informative and
persuasive texts to
meet the purpose of
the text (VCELY320)
Analyse strategies
authors use to
influence
readers(VCELY345)
Based upon these strengths and areas for further development, it is clear all students share a
common need. It was decided that all students would benefit from a focus on reading strategies to
generate meaning from a text. Therefore, the mini lesson will be on comprehension, more of which
is detailed in part 3.

Rationale
According to Winch et al comprehension of the text is the aim of reading, recognition of words is
not enough and students need to be taught comprehension strategies to enable them to become
executive readers (2014, p. 80). As shown in part 1, the evidence taken from all 4 students reading
data revealed limited and unsatisfactory levels of comprehension (appendix 6). Because of this
evidence it was decided their common need was not in their execution of reading, but rather in
their ability to comprehend and extract meaning from the text.
As a starting reference, readers need to have a repertoire of recognition skills (p. 80) that is,
students need to have the ability to recognise letters and structures of words to decode their
meaning. In addition, they need to have grammar skills so that they can understand the syntax
(p.82). By obtaining these skills the students are better able to understand what they are reading.
These skills are crucial as comprehension relating to reading means understanding written text
(p.80)

Therefore, the focus of the mini-lesson is comprehension, honing in on improving each students
capability to harvest important information within the text and create inferences about the text.
As a method of executing this lesson, one of the global comprehens ion strategies has been
implemented, being SQ3R (survey, question, read, recite & review Appendix 7). As discovered in
Winch et al, in Literacy, comprehension teaching deals with higher-order practices otherwise
known as metacognitive strategies (p.82). SQ3R is an approach that engages in the metacognitive
strategies needed for comprehension, and therefore the structure of the lesson closely follows this
method. The ability to comprehend a text utilises the strategies such as scanning, skimming,
correcting, predicting, confirming and understanding, combined with the set of knowledge readers
already have, to generate inferences and meanings about the text.
Due to the four students already being fluent readers who can read in larger phrases, execute
expression and appropriate punctuation (appendix 8), emphasis has been placed on other roles of

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readers such as: to be a text participant.

Freebody and Allen claim that in order to become successful readers in Aus tralian society, the
students need to be able to develop and sustain the resources to adopt four related roles, those
being code breaker, text participant, text user and text analyst (1990 p. 7) (appendix 9). As seen in
the running records data (appendix 8), all students are operating fluently as code breakers when
reading a text and as Winch et al confirms, good word recognition is necessary for good
comprehension (2014, p. 80). It is in their comprehension, in their ability to be text participants,
where there is need for growth and improvement. This is why the elements of being a text
participant and user have been include into the mini-lessons.

To support these metacognitive strategies, the Nine Successful Strategies outlined by Block and
Duffy have been incorporated (appendix 10). Each phase of the lesson has included different
elements, for example, in the practice phase, the students are asked to retell the main ideas of the
text to their partner which is in alignment of strategy nine, find main ideas, summarise and draw
conclusions (winch et al, 2014, p. 84). These strategies and are not unlike the global strategies and
promote the same set of comprehension abilities. The reason the mini-lesson is built around
comprehension strategies is because good readers have good strategies that allow them to read
effectively (p. 82). Furthermore mastering these metacognitive strategies makes one an executive
reader as according to Winch et al (p. 83).

Fundamental to all strategies, is the significance of background knowledge. In comprehension there

is an importance of relating topical and textual knowledge to the tasks of reading and writing texts
in common genres (p.9), meaning that the processes of comprehension asks the reader to utilise
their background knowledge with text elements to create textual inferences. Therefore, a
deliberate decision has been made to include methods of building schema and background
knowledge as part of the introduction to the lesson. Winch et al also state that developing a
readers background knowledge is becoming increasingly significant to effective reading
comprehension (p. 82).

In discovering which methods to utilise in teaching these strategies, Winch et al encourage them to
be taught with explicit teacher explanation and intensive scaffolded assistance, particularly with

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struggling readers (p.84). As a result, forms of explicit teaching and scaffolding were included as
teaching approaches throughout the lesson. Scaffolding is a teaching strategy that directs students
towards deeper understanding. As argued by Wilhelm et al, students develop new cognitive
abilities when a teacher leads them through task orientated interactions (2002, p.1). Consequently,
as part of the elaboration, practice and review stage, scaffolding has been implemented. It is
argued that explicit teaching is an instructional strategy used by teachers to meet the needs of
their students and engage them in unambiguous, clearly articulated teaching (Explicit teaching |
Teaching AC English, 2016). This means that it is an opportunity for children be involved in their
own learning in a meaningful way and not have to be engaged in psycholinguistic guessing games
where the student is having to get inside the teachers head to establish the purposes of learning
(Edwards-groves 2002, p. 1).

Collaboration is an essential component of the mini-lesson. It is introduced in guided discussion

with the teacher and carried on into retelling and review of the text. As Kamler and Comber in Turn
Around Pedagogies write, talking and thinking are as central to literacy learning as reading and
writing (2005, p. 126). Complimentarily to this ideology, opportunities for students to work co-
operatively, talk together and share ideas were created. In addition, discussion is also a means of
encouraging participation; by eliciting student talk at the beginning of the lesson teachers can
engage student interest, maximize student participation and elicit relevant knowledge (Henning &
Balong 2011, p. 47). As a method of monitoring learning, discussion here provides the means for
formative assessment to be recorded.

As other forms of assessment, frontloading, diagnostic and summative assessment methods have
also been incorporated into the rationale. The diagnostic assessment has been conducted
previously with the children having completed an annotated drawing about the title of the book,
incorporating their background knowledge of the topic and genre of text. This here forms the basis
and starting block of where the students are and can be used to measure the progress each student
has made.
Frontloading is one teaching approach that involves students accessing prior knowledge about new
content. It is a form of assessment that allows teachers to see what students already know about
the topic. In the mini-lesson is it used at the beginning as a way of assessing students conceptual,
procedural or genre knowledge that may be necessary for success on subsequent reading tasks

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(Wilhelm 2002). In the last stage of review, students are asked to make inferences about the text
with three comprehension questions. This here forms the basis of summative assessment and is a
method that provides the teacher with any progress and understanding that has occurred during
the lesson.

Mini-Lesson
Lesson Focus:
The focus for this lesson will be on comprehension, particularly the ability to make inferences
connecting background knowledge and topic knowledge within the text and about the text. As
research has found that the teaching of isolated strategies can often have little effect on the
readers development of comprehension (Winch p.82) this lesson will centre around the global
strategies known as SQ3R. This involves the students to survey, question, read, recite and review a
text in a genre they are already familiar with. As the Victorian Curriculum standard from level five
states, Use comprehension strategies to analyse information, integrating and linking ideas from a
variety of print and digital sources and orally, in writing or using digital media, giving a considered
interpretation and opinion about a literary text (Content description VCELY319, VCEL314 - Victorian
Curriculum, 2016)
The students will be asked to identify the important information within a text, read and retell the
text before finally reviewing the text, along with making inferences to the themes and ideas within
it. Each student will be asked to build upon their background knowledge that has been constructed
into an annotated drawing regarding the title of the text. Here students were required to jot down
everything they know about information reports in preparation for reading the next text.

Resources:
The students will bring their annotated drawings (created in previous lesson), writing pencils,
highlighters or coloured pencils and writing book. Classroom resources include; interactive
whiteboard and whiteboard markers.

Introduction:
Gathered together around a table, the children will be asked to recount concepts from their
annotated drawings. As a strategy of frontloading the children will be asked to explain what they
already know about the text (background knowledge) and make predictions to what the main idea

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of the text might be. The purpose of this strategy is to build upon each childs schema by allowing
the students to study the book before reading it. In order to create their annotated drawings,
certain information is given to the students such as; the topic of the book, the genre of text and the
pictures within the text. All of this information is added to what they already know and helps
connect background knowledge to topic knowledge and later on, helps make inferences about the
text. The introduction is to recap what has been explored previously and allow for any new
information to arise.

Elaboration:
Independently in the practice phase of the lesson, the students will be expected retell and review
their text with a partner. As a method of preparing the students for this, in the elaboration stage
the teacher is to explicitly reaffirm how to summarise a text in the form of retelling. Retelling of the
text involves dissecting the relevant from the irrelevant information, in order to explain the main
idea and two details of the text. Furthermore, retelling involves the reader explaining what has
happened in the text using their own words. The teacher will also refer to the class summarising
chart and transition into a shared discussion (using scaffolding techniques) regarding what kinds of
information would be relevant and significant enough to include in a summary, before modelling to
the group how to find it within the text.

Practice:
Incorporating the nine successful strategies for reading and comprehension, the practice phase
encourages in particular the use of strategies 3, 4, 6 and 9 (see appendix 10) where students are to
first independently read and then collaboratively retell and review the text. Following the Global
Strategies, the practice phase encompasses the 3 Rs; read, recite and review. The instructions for
the children are to read the text, highlighting as they go relevant and important information within
the text. Once finished reading, with a partner, the students are to retell the story using their
highlighted information as guidance and give a summary to their partner. In this method the
students are retelling what they have retained and learnt, and are able to construct their own
meaning, by being given the freedom to compose sentences about the topic in their own words.
Formative assessment is being executed within this period. The teacher will be able and asses their
understanding from their retelling orally. Remembering that retelling is a useful indicator of
understanding (Cambourne 1998, p. 177).

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Review:
In this phase the students are engaging in the last R of the 3 Rs , being review. By reviewing the
text, the students are asked to make inferences from what they already knew and what they now
know about the text. Three questions are displayed on the white board for the children to answer
in their writing books. Q1. Refers to inferring about the events in the text. Q2. Asks the students
what do you think, going beyond the text and Q.3 asks the students how did the author convey
a certain element throughout the text. These questions rely heavily on the text chosen. As the
teacher, I would choose a text in the same genre from their reading record data. The text should be
either the same or one lower reading level to allow the whole focus to be on comprehension.
Assessment in this stage of review summative. The students written answers are a helpful indicator
of their understanding. As the children are working independently the teacher is there to assist
when needed and scaffold their questions to help them find the answers for themselves.

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References
Comber, B. & Kamler, B. (eds) (2005) Turn-Around Pedagogies: Literacy Interventions for At-Risk
Students. Newtown, NSW: Primary English Teachers Association(www.peta.edu.au), PET079, 128-
128 pp. ISBN 1 875622 60 8.

Edwards-Groves, C 2002, Connecting Students To Learning Through Explicit Teaching, My Read,

retrieved 15 August 2016, <http://www.myread.org/explicit.htm

Freebody, P. & Luke, A. (1990) Literacies programs: debates and demands in cultural
context . Prospect: The Journal of Adult Migrant Education Programs, vol. 5, no. 3, pp. 716.

Henning, J, & Balong, M 2011, The Framing Discussion: Connecting Student Experience with
Mathematical Knowledge, Clearing House, vol. 84, no. 2, p. 47, MasterFILE Premier, EBSCOhost,
viewed 21 August 2016.

My Read 2002, How To Get Them There, My Read, retrieved 20 August 2016,
http://www.myread.org/scaffolding.htm

My Read, 2002, Analysis of Reading Strategies, My Read, retrieved 18 August 2016,

http://www.myread.org/monitoring_analysis.htm

Teaching AC English 2016, Explicit Teaching, Education Services Australia, retrieved 19 August 2016,
http://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-overview.html

Victorian Curriculum and Assessment Authority (VCAA) 2016, Victorian Curriculum Foundation-
10: Level 5, Victorian State Government, retrieved 19 August 2016,
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=5

Victorian Curriculum and Assessment Authority (VCAA) 2016, Victorian Curriculum Foundation-
10: Level 6, Victorian State Government, retrieved 19 August 2016,
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=6

Wilhelm, J 2002, Frontloading: Assisting the reader before reading, My Read, retrieved 18 August
2016, http://www.myread.org/guide_frontloading.htm

Wilhelm, J, Baker, T, Dube, J 2001, Scaffolding Learning, My Read, retrieved 20 August 2016,
http://www.myread.org/scaffolding.htm

Winch, G., Johnston, R., March, P., Ljungdahl, L. and Holiday, M., 2014. Literacy: reading, writing
and childrens literature, Oxford University Press, South Melbourne, Vic.

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Appendices

Appendix 1 Elaboration of Victorian Curriculum VCELY319 in regards to comprehension.

Appendix 2A (Strength in comprehension) Bryces answers to comprehension questions from his

personal running record.

Appendix 2B Bryce Area for further development evidence.

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Appendix 3A (Strength in comprehension) Elishas answers to comprehension questions from her
personal running record.

Appendix 3B Elisha Area for further development evidence.

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Appendix 4A (Strength in comprehension) Jakes answers to comprehension questions from his personal
running record.

Appendix 4B Jake Area for further development evidence.

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Appendix 5A (Strength in comprehension) Jarrods answers to comprehension questions from his
personal running record.

Appendix 5B Jarrod Area for further development evidence.

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 Appendix 6: Evidence from running record. Showing the two scores all four children received.

Appendix 7: SQ3R Survey, Question, Read, Recite, Review comprehension strategy (Winch
et al 2014, p. 82)

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 Appendix 8: All students received the same Fluency Score. Evidence.

Appendix 9: The four roles as a reader. (Freebody & Allen 1990, p. 7)

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Appendix 10: Nine Successful Strategies to teaching comprehension as taken from Winch et al (2014, p. 84)

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