Whole School approach to Reading - High Reliability Literacy Teaching Procedures (HRLTPs)

Glenroy College has a whole school approach to Literacy where everyone is responsible for the teaching and learning of literacy. The teaching of Literacy is underpinned by the application of the High Reliability Literacy Teaching Procedures from Professor John Munro of Melbourne University.

All classes focus on Getting Knowledge Ready and Clarifying Vocabulary for reading. Reading Aloud is important to give a visual and auditory input to the brain. Students learn to Paraphrase text and to Say and Write Questions that the text answers. This shifts the responsibility for reading to the students. Summarising the text and Reviewing what they have read are the final stages of these regular routines for dealing with written text. The High Reliability Literacy Teaching Procedures (HRLTPs) are seven procedures that support students to improve their literacy abilities. Staff at Glenroy College have spent considerable time learning the strategies and are expected to plan for and use them in their lessons. In particular, in any subject, when students are asked to read a piece of text, teachers need to embed the seven strategies within the lesson plan. The seven strategies are: Getting Knowledge Ready, Vocabulary, Reading Aloud, Say questions text answers, Paraphrasing, Summarising and Review. Glenroy College has a set of agreed tasks that teachers can use to support implementation of the HRLTPs into their classroom practice.

To put these procedures into practice, where students lead the reading of texts, we have introduced Reciprocal Teaching. Reciprocal teaching is a powerful teaching strategy to support students to comprehend text. It has four components that form a process that students work through to assist them to engage with and make meaning of text.


Predict

  • I Predict This Text Will Be About….  

 Question – what questions

  • Literal – on the line
  • Inferential – between the lines
  • Evaluative- beyond the lines

Clarify

  • What Words Do You Need To Clarify?

Summarise

  • Summary of main point

Drop Everything and Read

The Drop Everything And Read (DEAR) program runs daily for the first fifteen minutes of period three for all classes at all levels. During this time, every class reads silently in class. It is proven that successful students read for more than an hour every day, so home reading is vital and encouraged by the college as well. The DEAR program is achieving significant change in attitudes to reading as well as improving student confidence and competence.


Testing

Our use of On Demand online testing has enabled us to create detailed information about the progress of each student in Reading. Each student is tracked from Year 7 to 10. By closely monitoring the results, students feel more supported in their efforts to improve their levels. On Demand reading data is used to inform planning of class lessons.

Analysis of this data over the past 3 years shows significant improvement in reading levels.
These results are available for parents to see at Parent/Teacher interviews.


Writing

At Glenroy College, we have been using NAPLAN writing criteria to improve students’ writing. The average improvement for our current Year 8 cohort between the Year 7 NAPLAN writing test and the Year 8 June exam is 1.53 VELS levels. This equates to a 3 year improvement in 1 year.


Language support program

We recognise that Oral language is the foundation for literacy. We have an extensive program to support year 7 & 8 students to speak fluently and effectively. To support students to follow instructions, staff have agreed to a consistent board layout for each class to assist students who need the visual display of instructions to back up the oral instructions.
As part of this program, students are given opportunities to visualise what they are reading or hearing.

Staff at Glenroy College recognise that some students will need to have the instructions re-stated 3 times to allow extra time for them to process what they have heard and this is an aspect of lesson planning and delivery that all teachers consider.

A range of resources is available for all levels of literacy. Varied activities: vocabulary, shared reading, play reading, graded comprehension cards, tutor systems, reading games, fluency timed reading and charts, grammar reviews, note-taking, read and retells etc.