Reading CURRICULUM

CURRICULUM CONTENT AND COVERAGE

The Curriculum delivered is based upon the New Zealand Curriculum Statement and interwoven with our school values.
The way Reading is taught is outlined in the Reading Expectations section, which has been developed by the school using the New Zealand Curriculum and best teaching practice.
Planning should allow for the coverage of a range of skills at the level of the child and cover a wide range of genre appropriate to the student’s ability level.
Reading should occur as a separate subject daily but, at times and as skill develop, will be taught and/or reinforced in other subject areas.

Programme Emphasis

Students will learn to read by reading.
Students will generally read and be taught to read at their own level either individually or in small ability groups.
Reading will involve modelling, instructional teaching and individual independent reading opportunities.
Children will be encouraged to be readers, both for learning and enjoyment.
Understanding what is read needs to be emphasised equally with decoding skills.

Teaching Methodology

Reading should be a key feature of the classroom as children learn to read by reading.
Reading programmes in the classroom will include the three forms of reading:
- - Reading to (novels/picture books)
  - Reading with (Shared and Guided Reading)
  - Reading by (Independent Reading)
Teaching should include modelling, practising of taught skills and monitoring progress regularly.
Reading requires regular modelling, teaching times and daily practice.
Celebration (Kaizen Learning) of children's reading should be a part of the classroom programme.
Overall Teacher Judgements (OTJ’s) will be created through regular monitoring, assessment, evaluation and student voice.

Characteristics of an Effective Reading Lesson

Motivation is best achieved through experiential learning
Clarity of learning is best achieved when learning outcomes, success criteria and exemplars are used to enhance self regulated learners
Teacher modelling provides reinforcement of success criteria
An effective conference could include;
- - student’s goal;
  - evidence for their learning;
  - sticky, tricky bits;
  - where they need to go next in terms of a new learning intention if the current one has been achieved
  - teachers recording anecdotal notes
Self-assessment de-emphasises the teacher’s input and empowers the learner
Teaching strategies should include: modelling, prompting, questioning, giving feedback, telling, explaining and directing
Individual and collective needs will be met

Coverage

Junior School

Teaching will be individualised (in differentiated guided groups)
The school will provide readers from Level 1 to Level 24. These are accessed by all teachers and Principal. Books are stored in the Teacher Resource Room

Middle School

Teaching is group oriented (differentiated guided groups)
The school will provide readers from Level 1 to Level 24. These are accessed by teachers as they need them. All books are stored in the Teacher Resource Room

Senior School

Teaching will be primarily ability group based to support needs and foster comprehension development
Books are stored in the Teacher Resource Room
At other times Reading will be taught through cross ability grouping and integration into other Curriculum areas

Assessment

Formative Assessment & Overall Teacher Judgments (OTJ’s)

Term 1: Week 1-4

- - Running Records (Year 0-3); PROBES (Years 3-8) (Diagnostic Purpose)
  - PAT Reading Comprehension Online (Years 3-8)

Term 2: Week 1-3

Term 3: Week 1-3

Term 4: Week 1-3

- - Running Records (Year 0-3); PROBES (Years 3-8)
  - PAT Reading Comprehension Online (Years 3-8)

Year 0-8 one Running Record/Probe per term for children at reading age, at least 2 per term for children below reading age.

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