What am I doing differently?

At last PLC Sharyn prompted me to think outside the square - what am I doing and what can I do.

Blogging improved

Reading Doctor in happening in GR sessions

Contacted RD to ask for advice/support

Building on your knowledge

Nikki our RTLB went to Australia to meet the Reading Doctor creator and so she would be a great person to tap into.  She has also used it with her own son.

I wonder if you could access the creator and see what advice he could give us?

Great start CL.

Day 1 of Guide Reading Doctor

Concentration High, Focused and no interutions.  Got 1st 3 tasks down on the Letter Sound Programme.

Building Fluency by modelling - Video of Connor and Dante Reading

Connor and Dante recorded themselves reading a passage we had worked on - I modelled the phrasing and fluency and asked them to re read and listen to themselves.

Here is the video of them reading

Planning for My 3 Target kids...Week 5

I have prepared the iPads and planned to go through the Reading Programme every day at Reading time and then I will get the teacher aid to read with the children.  This week I have selected an easier text (Level 10) and also included Dante in that group as his fluency and confidence has dropped hugely.  I will see what 2 weeks of this will do to his fluency..

Here is my planning Link...

Order of Programme in Reading Doctor

ReadingDoctor Apps focus on different skill sets and should be used as part of a well designed synthetic phonics program.

The following general order of use is suggested:

Letter Sounds 1 Pro   >   Blending Sounds 1 Pro   >   Spelling Sounds 1 Pro >  Letter Sounds 2 Pro   >   Sight Words 1 Pro

Some movement back and forward between the apps is appropriate and students will benefit from practicing earlier skills for revision.

Investigation and Report of Reading Recovery

From Reading Doctor Site:


Reading Recovery and the failure of the New Zealand national literacy strategy

Readings from Reading Doctor

An Evaluation of MULTILIT 

‘Making Up Lost Time In Literacy’ 

Executive Summary Kevin Wheldall and Robyn Beaman Macquarie University Special Education Centre Macquarie University

Making Up for Lost Time in Literacy

Key outcomes in the reading:

1.  Instruction should incorporate intensive and systematic teaching in three main areas - phonic word attack skills, sight words recognition and regular supported text reading
2.  Low-progress readers in Years 3 to 6 attending a single primary school made mean gains of about 20 months in both reading accuracy and reading comprehension, over two terms when experiencing an attenuated MULTILIT program for under two hours per day.
3. A high proportion of low-progress readers may be experiencing childhood depression.

My PLC Sheet from the start

CAMBRIDGE PRIMARY SCHOOL PLC TEMPLATE 2016

Name:    Carol-Lynn Hill                                                Date: Term 3, Week 3

Goal: How can I develop, deliver, maintain and manage a personalised programme for 2 of my target children that will raise their phonological awareness and therefore improve their reading and writing. (Consideration  - it must be a personalised programme that can be run in busy classroom, in a busy school and does not negatively impact on the classroom programme and take the teacher away from the rest of the class.)

How does my goal connect to my professional growth, my school’s priorities and my students’ outcomes?

How does my goal link to our shared Cambridge Primary School vision based on effective pedagogy? 1.    Yes it directly relates as the goal it to raise the achievement levels of my target children and to find an effective, manageable and sustainable programmes for these children. How does my goal link to our shared overarching goal of raising student achievement? 1.   That is my main focus with this inquiry.  I have not yet found anything that is systematic, personalised, manageable and sustainable - if I had, then we would all be using it.  I want to be the person in school that can create a programme/resource that teachers can use and it works.  All the research  and university papers I have done over the years support the notion that phonemic awareness is the basis of effective literacy. 2. What are the successful indicators that will make my goal measureable? 1.  The programme developed MUST be able to be sustainable and manageable and therefore it will continue. 2.

Evidence that will be used to demonstrate progression and goal achievement

Do you need to gather data for your research? If so, how much and how frequently? 1. YES - Google Scholars is something I am using more now. I have read some really interesting articles.  It is unanimous, the importance of phonemic awareness in developing strong literacy ability. 2. I will need to pre-test, and carry out 4 weekly data collection points, once the programme has been developed. What resources do you require to be successful? 1. Possibly a small amount of Teacher Aide time 2. Reading Doctor, STEPS, Flash Cards, Support from parents, iPads to go home. List the professional readings/websites you have used (this can be a working document) http://psycnet.apa.org/journals/edu/87/3/488/ http://www.jstor.org/stable/20201554?seq=1#page_scan_tab_contents http://link.springer.com/article/10.1023/A:1020984704781 http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9450.1980.tb00356.x/abstract Possible Pre-Test: http://msjocelynspeech.com/wp-content/uploads/2012/12/caseb_scene1_2.pdf What support do you require from the school to achieve the goal? 1. Teacher Aide time to pre-test the phonological awareness (GPK test?) 2.

Goal Implementation

How will you record your work/reflections/process on working towards achieving your goal? (e.g. reflection journal, google doc-add link, blog, PLC site etc) I will add to this document I think, as I have started it here - if it gets too big them I might need to look at a blog. If your research is going to have an impact on other staff members at CPS, how are you going to present your findings and share your knowledge? (e.g. video, powerpoint, time slot in staff meeting etc) Shout it from the roof tops!  Present the results, the initial wonderings and then the journey. Will your goal and research findings have an impact on other teachers of other schools/parents/community groups etc? If so how will you share this and get the information out? (e.g. school website, facebook link, community newspaper, write for the ed gazette etc) I will present my findings to the staff, parents and wider community. I can do this my writing a report, presenting at a staff meeting and email parents and getting them in. 2.

Actions to Date

Please record your actions to date; Develop the question. Read and confirmed my wondering that there is a link from PA to developing strong literacy skills later in life. Read, read, read. I have spoken to Rachel Rachmani Re-discovered my Tom Nicholson book and found a recommended screening test.

Goal Completion

I have a link to my goal on my PLC google site I have shared this goal at PLC and have updated my team on my progress through to completion I have presented my goal in the format I selected. This has been shared with staff/parents/community concerned as identified above. I have shared my goal with my syndicate leader during my appraisal meeting I feel success that I have achieved my goal.

Date: _________________ Personal Signature: _______________________________________________ Appraiser Signature:_______________________________________________ Appraiser Name: _________________________________________________