ECL310 Assignment 1: Middle Years Learner Profile and Plan

Student Name: Kristina Karlsson

Student ID No.: 214168072
Tutor: Angela McNiven
Tutorial Day and Time: Friday 10am

Introduction
Four Grade 5/6 students named Dylan, Will, Tegan and Tahneasha were assessed as part of this
assignment. These students were assessed on their reading skills using the Fountas & Pinnell
Benchmark Assessment (Level U, Fiction Canyon Mystery). Scores were given for reading
accuracy, self-corrections, fluency and comprehension.

Learner Profiles
Based on the assessment listed in the introduction, it was determined that the children share a
common need to improve their inferential comprehension when reading. The following table
illustrates the strengths and areas of further development that have been derived from the
students assessments:

Child One: Dylan

skill evidence Link to Vic. Curriculum
Strengths Literal Dylan displayed a very Reading and Viewing: Level 6
comprehension good understanding of Interpreting, Analysing, Evaluating
what happened within Select, navigate and read
the text. increasingly complex texts for a
(See Appendix 1) range of purposes, applying
appropriate text processing
strategies to recall information and
consolidate meaning (VCELY346)
Areas of Accuracy and Dylan made a total of Reading and Viewing: Level 5
further Fluency 13 mistakes which gave Phonics and Word Knowledge
development him an accuracy of Understand how to use banks of
95%. He only received a known words, syllabification,
score of 1 for fluency. spelling patterns, word origins,
(See Appendix 1) base words, prefixes and suffixes,
 to spell new words, including some
uncommon plurals (VCELA312)
Comprehension Dylan missed that Reading and Viewing: Level 5
beyond the text Marta was worried Examining Literature
and about the text because her father told Recognise that ideas in literary
(Inferential and her to be home early. texts can be conveyed from
Interpretive He also had to re-read different viewpoints, which can
Comprehension) the text to answer lead to different kinds of
some of these interpretations and responses
questions. (VCELT315)
(See Appendix 1) Interpreting, Analysing, Evaluating
Use comprehension strategies to
analyse information, integrating
and linking ideas from a variety of
print and digital sources
(VCELY319)
Reading and Viewing: Level 6
Interpreting, Analysing, Evaluating
Analyse strategies authors use to
influence readers (VCELY345)
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content from
a variety of textual sources
including media and digital texts
(VCELY347)

Child Two: Will

Strengths Accuracy and Will only omitted one word,
Fluency meaning that he had only
one error. In addition, he
only self-corrected once.
His score for accuracy was
very high at 99%. Even
though Will is in Grade 5, I
have placed him reading at
Level 6.
(See Appendix 2)
Areas of Comprehension Will only described one
further within the text and important event from the
development beyond the text book, with one additional
(Literal and understanding, meaning he
Inferential only scored 1 for
Comprehension) comprehension within the
text. Ethan did not correctly
Reading and Viewing: Level 6
Interpreting, Analysing,
Evaluating
Select, navigate and read
increasingly complex texts for
a range of purposes, applying
appropriate text processing
strategies to recall information
and consolidate meaning
(VCELY346)
Reading and Viewing: Level 5
Examining Literature
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which
can lead to different kinds of
interpretations and responses
(VCELT315)
 answer any questions
beyond the text.
(See Appendix 2)
Child Three: Tegan
skill evidence
Strengths Accuracy and Teagan, made only 2 errors,
Fluency giving her an accuracy score
of 99%. In addition, she only
self-corrected twice.
(See Appendix 3)
Areas of Comprehension Tegans literal
further beyond the text comprehension of the story
development and about the text was good and she received
(Inferential and the highest score of 3,
Interpretive however, she did not
Comprehension) correctly answer any of the
comprehension questions
beyond the text, giving her
the lowest score of 0. Her
comprehension about the
text was limited and she
received a low score of 1.
(See Appendix 3)
Interpreting, Analysing,
Evaluating
Use comprehension strategies
to analyse information,
integrating and linking ideas
from a variety of print and
digital sources (VCELY319)
Reading and Viewing: Level 6
Interpreting, Analysing,
Evaluating
Analyse strategies authors use
to influence readers
(VCELY345)
Use comprehension strategies
to interpret and analyse
information and ideas,
comparing content from a
variety of textual sources
including media and digital
texts (VCELY347)
Link to Vic. Curriculum
Reading and Viewing: Level 6
Interpreting, Analysing,
Evaluating
Select, navigate and read
increasingly complex texts for
a range of purposes, applying
appropriate text processing
strategies to recall information
and consolidate meaning
(VCELY346)
Reading and Viewing: Level 5
Examining Literature
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which
can lead to different kinds of
interpretations and responses
(VCELT315)
Interpreting, Analysing,
Evaluating
Use comprehension strategies
to analyse information,
integrating and linking ideas
 from a variety of print and
digital sources (VCELY319)
Reading and Viewing: Level 6
Interpreting, Analysing,
Evaluating
Analyse strategies authors use
to influence readers
(VCELY345)
Use comprehension strategies
to interpret and analyse
information and ideas,
comparing content from a
variety of textual sources
including media and digital
texts (VCELY347)

Child Four: Tahneasha

Strengths Accuracy and Tahneasha, made only 4 Reading and Viewing: Level 6
Fluency errors, giving her an Interpreting, Analysing,
accuracy score of 99%. In Evaluating
addition, she only self- Select, navigate and read
corrected twice. increasingly complex texts for
(See Appendix 4) a range of purposes, applying
appropriate text processing
strategies to recall information
and consolidate meaning
(VCELY346)
Areas of Comprehension Tahneasha did not correctly Reading and Viewing: Level 5
further beyond the text answer any of the questions Examining Literature
development and about the text for comprehension beyond Recognise that ideas in literary
(Inferential and the text, giving her the texts can be conveyed from
Interpretive lowest score of 0. For different viewpoints, which
Comprehension) comprehension about the can lead to different kinds of
text, she also failed to interpretations and responses
answer any questions (VCELT315)
correctly, again giving her a Interpreting, Analysing,
score of 0. Evaluating
(See Appendix 4) Use comprehension strategies
to analyse information,
integrating and linking ideas
from a variety of print and
digital sources (VCELY319)
Reading and Viewing: Level 6
Interpreting, Analysing,
Evaluating
 Analyse strategies authors use
to influence readers
(VCELY345)
Use comprehension strategies
to interpret and analyse
information and ideas,
comparing content from a
variety of textual sources
including media and digital
texts (VCELY347)

Rationale
Fountas & Pinnell running records are generally used as an Assessment OF Learning. But for the
purposes of this assignment they are utilised as an Assessment FOR Learning, that is a starting
point for programming and teaching (Winch et al. 2014, p. 131). By analysing the running records
of each student, information has been gathered to address reading strengths, as well as areas of
further development. This process helps plan for learning. The MyRead website states the
importance of knowing the learner in their Explicit Teaching framework claiming Effective teachers
build on the notion that meaningful teaching and learning acts on knowledge of the learner they
know their students and respond to their learning needs. An essential component of explicit
teaching therefore is linked to collecting definitive assessment evidence of student learning
(DEST 2002).

After analysing the data of these four students, I suggest they require further understanding
beyond the text, that is, inferential comprehension. Winch et al. define that Inferences are
information that readers supply to expand their understanding of the text (2014, p. 94), and
authors of The Caf Book, Boushey and Moser confirm that Inference is a tricky strategy for
students of any age to understand (2009, p.99). In order to gain deep understanding of texts,
students need to use metacognitive strategies. Metacognitive means thinking about thinking, and
Hill claims that Encouraging childrens awareness of their thinking as they read is essential for
comprehension (2012, p. 221). Winch et al. suggest that comprehension strategies give us
concepts and procedures to improve the understanding of texts (p. 81). Such metacognitive
strategies include changing reading speed, rereading parts of a text, asking oneself questions
during reading (p. 81).
Comprehension is an essential element of Luke and Freebodys (1990) Four Roles/Resources of the
Reader, under Text Participant, described as comprehending written, spoken and visual texts
(cited in DEST 2002). Winch et al. discuss that in the text-participant role, the reader searches for
literal and inferential meaning (2014, p. 82-83). As literal comprehension only seems to be an issue
for Will (Appendix 2), I have chosen to focus on inferential comprehension for the mini lesson.
Comprehension is vital in the reading process as We read for one purpose: to gain meaning from
the text, to understand, to comprehend written message (p. 80).

Tahneasha, Tegan and Will all scored high in accuracy and fluency, but struggled in the area of
comprehension. Therefore, I suggest it is not enough to have high accuracy and fluency, and that
strategies needed for deep understanding must be strengthened. Dylan scored relatively high in the
area of inferential comprehension, receiving a score of two, but he missed the inference that Marta
was worried because her father had asked her to come home early (Appendix 1). Dylans earlier
assessment - A Call for Change, also showed a weakness in the area of comprehension (Appendix
5). In the table above, it is also highlighted that Dylans areas of further development are accuracy
and fluency. High accuracy and fluency is known to improve comprehension, as students can be
distracted when they stop on particular words. Winch et al. affirm Good word recognition is
necessary for good comprehension (2014, p. 80). I believe Dylans inferential comprehension may
improve as his accuracy and fluency do, but activities that focus on meaning beyond the text will
also benefit him.

Despite their accuracy and fluency being so high, Will, Tegan and Tahneasha all failed to answer any
questions beyond the text (Appendices 2, 3 & 4). This suggests they need to develop skills to
deepen their inferential comprehension. For Dylan, I would work individually on his accuracy and
fluency, but as a group, I believe it is important to improve their understanding beyond the text.
The mini lesson structure involves the students working both as a group, scaffolded by the teacher,
as well as autonomously in pairs. This follows the student-centred Framework for Explicit
Instruction Focused Literacy Lessons, and It liberates students to control and monitor their own
learning by connecting them to their learning through focused talk (DEST 2002). This process
includes Introduction, Elaboration, Practice, Review and Check Work/Reflect format. The students
read the text in pairs, one at a time, and then take turns to ask their partner pre-prepared
inferential questions about what they have just read. Having the students read to each other, and
then ask questions, gives them responsibility for their own learning. I believe the strategy of
working collaboratively is an important element of the mini lesson, so that Students are provided
with opportunities to take on different roles which assists them to construct the meaning of text
through reading and focused talking and listeningstudents are explicitly taught to self-reflect and
generate meaningful questions and statements.

The teaching strategy for the mini lesson also falls under the umbrella of Cooperative Reading
(Raison 2002, cited in DEST 2002). The assessment used is the Text Participant category of the
Cooperative Reading Guideposts (Appendix 7). Cooperative Reading believes it is important that
teachers explicitly teach social skills necessary for partner and group discussions and cooperative
learning. This is a diagnostic assessment which gauges how well each student is understanding
new concepts introduced, and allows the teacher to plan future learning activities in response.
MyRead affirms the importance of assessment stating Monitoring and assessment are critical for
successful teaching. They identify what needs to be taughtand, as part of the evaluation process
they inform whats been successful... Anecdotal notes will be taken during the Practice Session,
and used as a formative assessment to record learning as it occurs.

The mini lesson introduces the idea of schema, that is, prior knowledge that helps the students
connect to the text. Winch et al. claim that Knowledge about the topicdepends on what the
reader already knows, but can be enriched by specific teaching to improve comprehension of the
text (2014, p. 82). They also believe that comprehension is improved when a reader combines
what they already know with what is presented in the text to arrive at new knowledge and
understandings (p. 91-92). Introducing the concept of schema follows the teaching strategy of
Responding to the text, that is discussing issues mentioned in the text from the viewpoint of
the students (p. 96).

Another teaching strategy used is Questioning, getting students into the habit of questioning
during reading is crucial for improving their understanding beyond the text. Winch et al. claim that
Effective readers ask questions as they read, and expect to have their questions answered. This
gives purpose to reading, and helps comprehension because the reader is thinking about their
questions as they read (2014, p. 93). It is essential that teachers pre-prepare questions for each
page prior to the lesson. This follows the teaching strategy Generating and Answering Questions
compiling questions before reading (p. 93). Questioning also helps with Monitoring
Comprehension by discussing each page as it is read, making links to previous pages, retelling the
text (p. 93).

Future lessons to extend and improve inferential learning are outlined in the mini lesson. These
include strategies such as: helping students to visual the story and events, as The process of
visualising enables readers to construct and monitor meaning as they read (Winch et al. 2014, p.
95). This could be a lesson where the students play-out scenes in a drama activity; or create a
timeline of events, in order to identifying and summarise information by ordering information by
listing key events in a sequence (p. 95). A lesson on Predicting would also be valuable, that is
recording predictions at various points in the text and confirming through further reading (p. 93).
As this mini lesson focuses on schema, this becomes the building block for predicting as Prior
knowledge helps students to predict what they might find in the text (p. 92).

Mini-Lesson

Lesson Focus: Inferential Comprehension

Resources: Five copies of Millions, by Frank Cottrell Boyce (See Appendix 6) Pre-prepared
inferential question worksheet for each page read - Notebook and pen for anecdotal notes
Cooperative Reading Guideposts Assessment (See Appendix 7).

Introduction: (5 minutes)

Make purpose of the lesson clear, explain the meaning of Inferential Comprehension, that is
reading beyond the text.

Today we will be reading some pages of Millions. I will put you into pairs, Tahneasha and Will, and
Dylan and Tegan, you will be together. Tahneasha and Dylan can start by reading one page aloud to
your partner. At the end your partner will ask you these questions (Worksheet Resource). Then you
will swap, and Will and Tegan you can read aloud and your partner will ask you the questions for
that page. The questions will be asking for information about what the characters might be feeling,
or why certain events or actions may have occurred, this is information that the author has not
specifically written in the text. I will help you by discussing what happened at the end of each page,
and we can try to link it to a previous experience that you may have had. This is called schema, it
helps us to understand more about what the author is trying to tell us. I will be writing notes, and I
will also be using the Cooperative Reading Guideposts to see what we are learning. I will be looking
for whether you can visualise events and characters, infer meaning about the text that is not
written in the text, understand that there are different layers of meaning, and that you can link new
ideas to previous knowledge and experiences. If you have trouble answering the question you can
re-read the text to find the meaning you are looking for.

Question Types (Digging Deeper Questions)

- Why cant the?

- Did all the?
- How do you know that?
- How did thefeel when?
- Why cant the?
- What did the?
- Why did thelike?
- Who do?
- Why did?
- What does the?

Elaboration: (10 minutes)

Whole-group Modelling/Displaying

I will do the first page with you as a group.

Teacher continues to read the first page aloud, asks questions, and assists with answering questions
to model what is expected. Teacher puts events into students real-life scenarios, to address
schema and prior knowledge. Use correct terminology for this to increase understanding. When
checking for understanding the teacher can ask questions such as Has something similar happened
to you? How did you feel at the time? What did it make you want to do?

Now it is your turn to read in your pairs, Tahneasha and Dylan you go first. Will and Tegan here are
your questions.

Scaffold Tahneasha and Dylan in answering questions, and again for Will and Tegan.

Practice: (20 minutes)

Students now try this process independent of the teacher, taking turns to read a page aloud to each
other, the other partner asking the set questions for each page. Allow as many turns as possible for
20 minutes. During the lesson the teacher should be observing and taking notes, in order to
complete Cooperative Reading Guideposts Assessment. These notes will also serve as a formative
assessment to check student understanding, and to review lesson and plan for future lessons.

Review: (5 minutes)

Whole-group Discussion.

What sort of things did we learn to look for in the text? What sort of inferences did you make that
werent specially stated in the text? Does everyone remember what the word schema means, and
how it effects how you read the text? How did you link your previous experiences to events in the
text? Did this make it easier for you to understand what the characters were feeling, or their
actions?
Check work/Reflect: (Post-lesson)

Did the students work well together in pairs? Did the teacher give enough instruction/scaffolding in
order for the children to complete the activity successfully? Did they comprehend what inferential
comprehension is, and what they needed to be looking for in the text? What needs to be improved
on for future lessons? Were the questions relevant/too hard/too easy for the students to work
with? What other types of teaching strategies can be used inferential comprehension?

Assessment:

Cooperative Reading Guideposts Assessment (See Appendix 7).

Fill in one of these for each student (Text Participant section only), attach these to the anecdotal
notes for each student. Anecdotal notes are a formative assessment, and the Cooperative Reading
Guideposts are a diagnostic assessment for future lessons.

Follow-up lessons:

Future lessons:
- Similar activity as above, instead using predicting questions based on schema.
- students to complete a time-line of events in pairs, present and discuss as a whole group.
- Students to compose a skit to re-enact events with particular focus on the characters
feelings and why certain events occurred.

Victorian Curriculum Links for Mini Lesson: Inference and Questioning

Grade 5

English Reading and Viewing

Literature Examining Literature Recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (VCELT315)
 Literacy Texts in Contexts Show how ideas and points of view in texts are conveyed
through the use of vocabulary, including idiomatic
expressions, objective and subjective language, and that
these can change according to context (VCELY317)

Literacy Interpreting, Analysing, Use comprehension strategies to analyse information,

Evaluating integrating and linking ideas from a variety of print and digital
sources (VCELY319)
Analyse the text structures and language features used in
imaginative, informative and persuasive texts to meet the
purpose of the text (VCELY320)

Grade 6

English Reading and Viewing

Language - Text Structure and Understand how authors often innovate on text structures
Organisation and play with language features to achieve particular
aesthetic, humorous and persuasive purposes and effects
(VCELA339)

Literature Responding to Identify and explain how choices in language, including

Literature modality, emphasis, repetition and metaphor, influence
personal response to different texts (VCELT342)

Literacy Interpreting, Analysing, Analyse strategies authors use to influence readers

Evaluating (VCELY345)
Select, navigate and read increasingly complex texts for a
range of purposes, applying appropriate text processing
strategies to recall information and consolidate meaning
(VCELY346)
Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital texts (VCELY347)
References

Boushey, G & Moser, J 2009, The CAF book: engaging all students in daily literacy assessment and
instruction, Stenhouse Publishers, Maine & Pembroke Publishers, Ontario.

Cottrell Boyce, F 2004, Millions, Macmillon, United Kingdom.

Department of Education, Science and Training 2002, MyRead: strategies for teaching reading in
the middle years, Australian Government, retrieved 17 August 2016, <http://www.myread.org/>.

Hill, S 2012, Developing early literacy - assessment and teaching, 2nd edn, Eleanor Curtain
Publishing, South Yarra, Victoria.

Victorian Curriculum and Assessment Authority 2016, Victorian Curriculum Level 5: English, Victoria
State Government, retrieved 17 August 2016,
<http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=E>.

Victorian Curriculum and Assessment Authority 2016, Victorian Curriculum Level 6: English, Victoria
State Government, retrieved 17 August 2016,
<http://victoriancurriculum.vcaa.vic.edu.au/level6?layout=1&d=E>.

Winch, G, Johnston, R, March, P, Ljungdahl, L & Holliday, M 2014, Literacy: reading, writing and
childrens literature, 5th edn, Victoria Oxford University Press, South Melbourne, Victoria.
Appendices

Appendix 1: Dylans Fountas & Pinnell Benchmark Assessment (Level U, Fiction Cannon
Mystery) Completed by Kristina Karlsson from video under Assignment One, Data
Grade 5 and 6 Student Groups Student Group 2 Reading

Appendix 2: Wills Fountas & Pinnell Benchmark Assessment (Level U, Fiction Cannon
Mystery) Previously completed by teacher.

Appendix 3: Tegans Fountas & Pinnell Benchmark Assessment (Level U, Fiction Cannon
Mystery) Previously completed by teacher.

Appendix 4: Tahneashas Fountas & Pinnell Benchmark Assessment (Level U, Fiction Cannon
Mystery) Previously completed by teacher.

Appendix 5: Dylans Fountas & Pinnell Benchmark Assessment (Level V, Fiction A Call For
Change) Previously completed by teacher.

Appendix 6: Text for Mini Lesson: Millions Frank Cottrell Boyce (Victorian Premiers Reading
Challenge Text for Grade 5-6)

Appendix 7: Cooperative Reading Guideposts Assessment (Four Roles/Resources of the Reader)

Appendix 1: Dylans Fountas & Pinnell Benchmark Assessment Canyon Mystery
Appendix 2: Wills Fountas & Pinnell Benchmark Assessment Canyon Mystery
Appendix 3: Tegans Fountas & Pinnell Benchmark Assessment Canyon Mystery
Appendix 4: Tahneashas Fountas & Pinnell Benchmark Assessment Canyon Mystery
Appendix 5: Dylans Fountas & Pinnell Benchmark Assessment A Call For Change
Appendix 6: Text for Mini Lesson: Millions Frank Cottrell Boyce
 Appendix 7: Cooperative Reading Guideposts Assessment (Four Roles/Resources of the Reader)
B = Beginning D = Developing A = Achieving

Code breaker (Code breaker)

Decoding the codes and conventions of written and spoken texts, eg:
B D A

uses a range of word identification strategies to identify unfamiliar words, eg say a word that would make
sense and keep reading, integrate knowledge of context, meaning and grammar to confirm or reject
attempts to identify unfamiliar words

discusses various literary devices such as similes and metaphors

explores common letter patterns

focuses on the function and use of various categories of words, eg base words, parts of speech,
homophones, homonyms, synonyms, antonyms, prefixes

Text user (Illustrator)

Understanding the purposes of different written, spoken and visual texts for different cultural and B D A
social functions, eg:

discusses different types of texts and the purposes for which they are used

interacts with others around a text by sharing and justifying personal responses

uses texts for enjoyment and to find information

chooses and uses texts within a community of literacy users to fulfil own goals

chooses and adjusts reading strategies to suit own purposes as well as the type of text they are reading

Text participant (Discussion manager)

Comprehending written, spoken and visual texts, eg:
B D A

asks fat and skinny questions

explains the difference between fat and skinny questions

visualises events and characters

understands literal meaning in texts

infers and substantiates information from texts

understands different layers of meaning in a text

links new ideas from texts with own knowledge and experiences

uses knowledge of text structure to construct meaning

connects parts of the text, eg links cause and effect or problem and solution

describes how text structure contributes to the meaning of a text

reads purposefully

uses and interprets illustrations, maps, diagrams, tables and graphs to construct meaning

Text analyst (Investigator)

Understanding how texts position readers, viewers and listeners, eg:
B D A

recognises that texts are written by authors who have a point of view

identifies, questions and clarifies the authors point of view

explains and justifies why people interpret texts differently

compares and contrasts texts on the same topic written from different viewpoints

identifies bias in a text

identifies character stereotypes

identifies words that portray stereotypes

discusses thoughts on the information presented in a text

constructs an alternative position to the one taken in the text