NATIONAL PARTNERSHIP
MacKillop Catholic
College- Warnervale
Establishing Direction

To inform our goal setting for School Improvement Plan we
undertook data analysis using a variety of sources, eg:
NAPLAN data, observation surveys, running records, spelling
assessments.

After the consideration of data, exposing areas of concern, our
school formulated some major literacy goals.

Achievable measurable targets with corresponding strategies
and milestones were set for the following school year.
APPENDIX 1 ‘School Plan Targets’
System Support
The Area
consultant and
Education Officer
assisted with the
goal setting
process and the
Ongoing
monitoring of the
Literacy Project.
Support from Curriculum Advisors
from Head Office

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Curriculum Advisors from Head
Office assisted the School
Leadership Team and Literacy
Coordinators to identify student
needs to inform staff
professional learning.
Advisors modelled effective
literacy strategies in classroom
and helped lead K-6 staff
meetings and grade meetings.
Advisors supported the Literacy
Coordinators as they developed
their capacity as leaders of
professional learning.
Leadership in Classrooms

The presence of school leadership in
classrooms during the Literacy block
influenced a powerful Literacy change K-6.

Leadership took
Walks and Talks’
identify patterns
identifying needs
whole.
part in daily ‘Literacy
throughout the school to
of practice as well as
across the school as a
APPENDIX 2 ‘Literacy Walks & Talks’
Literacy Coordinators

Literacy Coordinators were appointed to embed professional learning
in classroom practice.
Strategies involved:
•
Release of classroom teachers to focus on student learning in light of
the staff Professional Learning agenda, eg: small group instruction,
taking and analysing running records, comprehension strategies, use
of term overviews. APPENDIX 3 ‘Overview’
•
Modelling of strategies for teachers linked to professional learning
focus and individual staff needs.
•
Ensuring appropriate resources were available to support teachers
with their literacy teaching.
•
‘Literacy Walks and Talks’ undertaken alongside the leadership team.
•
Planning and implementing staff meetings .
•
Establishing a reading progress data wall.
Teacher Feedback

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“I have concentrated on using data
this year”
“I like the whole school Literacy
Block Timetable”
“The Learning goals we now set let
the children know the focus for their
learning.”
“It’s had its up and downs but the
Literacy project has been effectiveand students have made significant
progress and can articulate what
they are learning.”
DATA WALL
The
numbers &
letters
represent
the reading
assessment
levels
Each set of
coloured buttons
represent a
grade. Each
button is
identified with a
number
representing a
specific student
This data wall gives a quick snapshot of the reading levels for the whole school
DATA
The school has used a range of data to inform direction
for the Literacy Project.
Running Records recorded onto tracking device.
APPENDIX 4 ‘Tracking’
NAPLAN
Data
Wall
In 2013 the school will be utilising other forms of
diagnostic data including PAT-Reading, to track and
gain a better understanding of the students’ reading
and comprehension skills.
Literacy Team







School based Literacy team, consisting of Principal, Assistant Principal
and Literacy Coordinators, met on a regular basis.
The Literacy Team shared their observations from the literacy walks
and formulated and delivered constructive feedback to staff.
The team continually monitored the progress of Literacy success in
relation to the goals.
The team met to discuss logistics of planning release models and
timetabling to follow the direction of the project. APPENDIX 4
In partnership with classroom teachers, current data (running records)
was used on a regular basis to identify and track at risk students as
well as identifying whole class patterns and trends.
The Literacy team engaged in professional reading and dialogue
centred around literacy practice and change. Eg: Lyn Sharratt &
Michael Fullan’s ‘Realization’ (refer to Bibliography)
The Literacy team was given ongoing support by system level staff.
Process
From ‘Literacy Walks and Talks’ the Literacy team
identified a key learning focus to address at a whole staff level.
Eg: establishing consistent structure of a literacy block from K-6.
Professional Learning took place through whole staff meetings, release of
particular groups of teachers, and modelling of effective teaching
and learning practice within classrooms.
From the meetings each teacher established a ‘commit to action,’ where
they worked on applying and achieving their identified skill and/or
knowledge.
After a period of time to embed classroom practice, teachers reviewed
their ‘commit to action’ with the Literacy Team before beginning the
cycle with a new learning focus.
Literacy Block



One of the key changes to improve literacy in
our school, has been the embedding of a
consistent literacy block K-6.
There is an expectation that teachers commit
to this structure, which maximises effective
teaching time.
The structure of the Literacy block is based
on Gallagher and Pearson's (1983) model of
‘Gradual Release of Responsibility’ APPENDIX 5
Structure of Literacy Block
The following
series of
slides illustrates
each component
of the Literacy
Block.
Shared Text
9:00-9:20am
•Shared text with
explicit teaching
•All students should
be able to view the
shared text
Small Group Instructional Reading
(SMIR)
Guided Reading or
Reciprocal Reading or
Readers Circle
with the teacher
TASKBOARD


Independent/Interdependent Literacy tasks for
students not reading with the teacher, based
on explicit teaching from shared text.
Tasks are based on students’ needs and
feedback, which enables differentiation.
Co-constructed Scaffolds
Word Walls
Learning Goals/Intentions/Focus
Learning Circles
•At the conclusion of the reading
hour the whole class comes to
the learning circle.
•The teacher selects children to
explain “what they have learnt or
discovered,” not what they have
done.
•The teacher directs this time so
that other children can benefit
from the learning.
Writing 2013
Next year our focus will be on writing, specifically
looking at a common teaching process/structure to
be implemented K-6, eg: modelled writing, guided
writing, independent writing.
Analysis of the school data has shown concerns in
the areas of spelling, punctuation and grammar. This
will be a focus within the context of writing
A changing practice
Teachers are now:






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Implementing literacy block structure
Using data regularly to understand student needs
and progress
Effectively analysing running records to inform future
teaching
Designing rich tasks to support learning
Establishing learning intentions for whole class
explicit teaching
Using Learning circles to enhance and share explicit
teaching
Demonstrating improved skills in implementing SGIR
CHANGE from 2011-2012

Students at risk of not achieving reading
benchmark at November 2011
K-2 – 2011 - 83 students from 232 students

Students at risk of not achieving reading
benchmark at November 2012
K-2- 2012 - 24 students from 232 students
Appendix 1
School Plan Targets
5.0 SCHOOL PLAN TARGETS 2012
Targets 2012
In years 3 and 5, the percentage of students at or above National Minimum Standard in Reading, Writing and Language Conventions will
be 100%. In the case of students on IEPs for cognitive disability, a realistic achievement level will be specified in the IEP.
In years 3 and 5, the percentage of students at or below National Minimum Standard in Reading, Writing and Language Conventions will
be lower than the 2011 NSW levels and lower than the 2011 school percentages.
In years 3 and 5, the percentage of students “at proficiency” in Reading, Writing and Language Conventions will be at least as high as the
2011 NSW levels.
The Growth from year 3 (2010) to year 5 (2012) in each test area will be at least as high as the NSW average growth for each test area.
By the end of 2012, all students in Kindergarten, Year 1 and Year 2 will be at or above specified and agreed Benchmarks for Reading. In
the case of students on IEPs for cognitive disability, a realistic Reading level will be specified in the IEP and monitored regularly.
Milestone: By the end of 2012, there will be a clearly articulated and commonly shared understanding of literacy practice that is
demonstrated in every classroom. This will include assessment, identification, intervention, monitoring and programming.
Milestone: By end of 2012, every teacher will be more confident and more skilled in the use of diagnostic data. This improvement will be
measured through a staff survey instrument
Milestone: By the end of 2012, there will be a clearly articulated and commonly shared understanding of the Kids Matter framework and
its implications for the school environment and community.
Appendix 2
Literacy Walks and Talks
‘Literacy Walks and Talks’ Dr Lyn Sharratt Sharrott, L & Fullan, M. (2009). Realization: The Change Imperative for Deepening District-Wide Reform. Corin. USA.
The purpose
The purpose of looking into classrooms is to:

Enhance administrator learning as instructional leaders

Offer appropriate support for students and teachers

Plan professional learning for the division; individual teachers, small clusters, entire staff

Learn about trends and patterns throughout the school
The Process for leaders (as adapted by Jane Denny and Virginia Outred 2011)

The leader ‘visits’ a classroom for 3-5 minutes during learning time for the students. Without interrupting the teacher or expect a greeting
from the class. (As you do this regularly this will become common practice in the school)

Read and scan the walls in the classroom environment

Look for any evidence of curriculum expectations (observe and listen)

Questions to ask student(s):
What are you learning?
How are you doing/going?
How do you know?
How can you improve?
Where can you go to get help?


Look at safety issues
Observe learning environment (Warm? Inviting? Caring? Nurturing?)
Appendix 3
Example of a Term Overview
Year 5
Literacy Term Overview
T&L
Reading/ Shared
Texts
Comprehension
Strategy
Writing
1
Oral description
of landscape
within text.
‘Where the Forest
Meets the Sea’
Punctuation/Spellin
g ‘How Animals &
plants survive in
Australian Forest’
p11
Inference
Use words from the
text to support the
images we
‘see/hear/smell/tast
e/touch’ as we read.
Literary
Description
Figurative
language:
*Metaphors
*Similes
2
Oral description
of landscape
within
surrounding
area of school.
Assessment
Resource Centre:
(ARC)
work samples
A/B/C
Inference:
Use nouns and
adjectives, verbs &
adverbs to tell others
of the images of our
senses as we read.
Literary
Description
3
Vocab game:
Articulate This
Two rules: clue
giver & guesser.
Asking & Answering
Questions:
-Teacher models
literal questions.
-Student practices
-Teacher inferential
questions.
-Student practices
Literary
Description
W
k
Grammar
Punctuation
Hyphen
Term 3
Spelling
Handwriting
Assessment
Plan
Semantic Patterns:
Eg: pollen/pollinating
Flower/flowers/flowering
Consistency in
size
Figurative language:
*Onomatopoeia
*Alliteration
**EXT: personification
Superlatives
Eg: loud/louder/loudest
clockwise
ellipse
Running
records
Adjectives
opinion/
factual/
classifying/n
umbering
Same sound but spelled
differently
e.g. Spellings of the /ee/
sound in initial, medial, and
final position:
ea eagle meat e me emu
e(C)e these
ee steel street eo people i
ski
ei receive ie field -y mystery
(eg: create/peaceful)
efficient pen
grip
Text type
writing
sample
DashParenthesis
(2A Work
sample)
Appendix 4
Tracking
1 Wattle
Reading Levels
Term 3
2012
Appendix 5
Plans for Literacy team work
Weeks 6,7,8,9,10 2012
Week 6 22/8/12
9-10am- Jane, Virginia and Simone to observe part of the literacy block in both year 6’s.
10-11am- Jane, Virginia and Simone to work on planning the procedure for the year 6 release time.
9-11am- Lyndal to do literacy walks in K-2
11.30am- Virginia to model reciprocal reading in Kerry’s year 3 room. Martine to come and observe. Paul to cover Martine’s class.
12-3pm- Year 6 teachers released to work with Jane, Virginia and Simone on their reading data and class practice.
12-3pm- Year 1 teachers released to work with Lyndal and Karen on their reading data and setting targets.
3.30-4.30pm- staff meeting.
30mins on analysing a running record- Jane
30 mins on the process of reciprocal reading (using video from week 5 demo in Claudette’s room)- Virginia
Week 7 29/8/12
9-11am- Jane modelling in year 1 with Lyndal based on week 6 mtg.
9-11am- Virginia modelling in year 6 based on week 6 mtg
11.30-12.00- team feedback and prep for afternoon sessions
12-3pm- year 2 teachers released to work with Jane and Lyndal on their data and setting targets
12-3pm- year 4 teachers released to work with Virginia, Simone and Paul on reading data and targets (Virginia to leave at 1pm)
Week 8 5/9/12
9-11am- Jane and Lyndal to model in year 2 as follow up to week 7 mtg
9-11am- Virginia and Simone to model in year 4 as follow up to week 7 mtg
11.30-12.00- literacy team feedback and catch up.
12-3pm- year 5 teachers released to work with Jane, Lyndal and Simone on reading data and targets. (Virginia to leave at 1pm)
Week 9 12/9/12
Jane and Virginia not available.
The team to work with casual staff to bring them ’up to speed’ with the expectations for literacy block, processes etc.
Appendix 6
Pearson & Gallagher's Gradual Release of
Responsibility
Bibliography
•
Sharrott, L & Fullan, M. (2009). Realization: The Change Imperative for Deepening DistrictWide Reform. Corin. USA.
•
Clay, M. (2002).Taking records of reading continuous texts, in: An observation survey of
early literacy achievement.

Davis, A. (2001). Building Comprehension Strategies for Primary Years. Eleanor Curtain
Publishing. South Yarra, Australia.
Topler C & Arendt D . Guided Thinking For Effective Spelling. Curriculum Press,
Educational Services Australia.
Veel, L. Classroom Walks Throughs: Conversations For Change. Official Journal of the
Australian Council For Educational Leaders
Riedl C. How Do Teachers Create Word Walls That Really Teach. August 30 2010
Fountas, I. & Pinnell G. Guided Reading- Good First Teaching for All Children. Heineman
Portsmouth, NH
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