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What do you see as the role of a QHEP reading leader?

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What do you see as the role of a QHEP reading leader?

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As at T3 Wk8 Reading @QHEP implementation plan (1)

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Research - Reading through the Australian Curriculum

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Research - Reading through the Australian Curriculum

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Sign In - Department of Education Queensland

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Sign in page for the Department of Education, Queensland

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Sign In - Department of Education Queensland

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Sign in page for the Department of Education, Queensland

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We have consistent whole-school instructional routines to support leanring and engagement in reading.

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We have consistent whole-school instructional routines to support leanring and engagement in reading.

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Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

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We have consistent whole-school systematic synthetics phonics instructional routines to develop word reading and spelling.

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We have consistent whole-school systematic synthetics phonics instructional routines to develop word reading and spelling.

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

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We have consistent vocabulary instruction across all learning areas to enable students to read and understand complex texts.

# data[].attributes.subject
We have consistent vocabulary instruction across all learning areas to enable students to read and understand complex texts.

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

# data[].attributes.headline
We have consistent shared and dialogic reading routines to build students' language comprehension skills.

# data[].attributes.subject
We have consistent shared and dialogic reading routines to build students' language comprehension skills.

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

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We have consistent fluency routines and writing about reading routines to support students understanding of complex texts.

# data[].attributes.subject
We have consistent fluency routines and writing about reading routines to support students understanding of complex texts.

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

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We have embedded and consistent ways of tracking student progress for reading and provide evidence-based intervention to address individual student need.

# data[].attributes.subject
We have embedded and consistent ways of tracking student progress for reading and provide evidence-based intervention to address individual student need.

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

# data[].attributes.headline
We have consistent engagement with families/community about student reading progress

# data[].attributes.subject
We have consistent engagement with families/community about student reading progress

# data[].attributes.body
Reflection:

Why is this important?​

​

What does it look like when enacted? ​

​

What is the role of:​

Teacher​

Teacher aide​

Reading leaders​

HOD/DP​

Others?​

When is it enacted?​

​

Have you seen evidence of this at QHEP? Give details:​

​

What might need to be de-implemented (Stopped)?​

​

What might our next step be?​

# data[].attributes.headline
SORA - Decodable Readers & Phonics Collection

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SORA - Decodable Readers & Phonics Collection

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Where students read. Sora, the reading app for students, by OverDrive.

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Assisting teachers to maximise the literacy potential in early education. We are literacy specialists promoting literacy development in Australian classrooms.

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What will my program require to implement SSP?

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What will my program require to implement SSP?

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A researcher from the Center on Teaching and Learning describes each of the DIBELS 8th Edition measures. This includes a brief overview, what literacy skills are assessed and the time to administer each measure.

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Administering DIBELS 8th Edition | DIBELS®

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What will my program require to implement universal screening and progress monitoring?

# data[].attributes.subject
What will my program require to implement universal screening and progress monitoring?

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Sign in with your username and password

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Sign in with your username and password Your use of Managed Internet Service is subject to Department of Education policies including for staff, the Use of ICT Facilities and Devices Guidelines,, and for students, any policy, statement or guideline about using information technology facilities and devices provided by your school.

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Sign In - Department of Education Queensland

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Sign in page for the Department of Education, Queensland

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What is one thing that you will discuss/share with your team and/or program leader?

# data[].attributes.subject
What is one thing that you will discuss/share with your team and/or program leader?

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SPELD SA Phonic Book Sets

About the series

The SPELD SA Phonic Book Series complements the teaching of reading and writing using a structured synthetic phonics approach. SPELD SA aims to help Aboriginal students engage with phonic books by having characters, content and settings that reflect Aboriginal communities.

We understand that the content, settings and characters may not reflect all Aboriginal people and their experiences but hope that Aboriginal students learning to read can find some familiarity in and connection with these books in their literacy journey.

About the cover

Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote communities, learning her language and receiving cultural education.

'This artwork represents the literacy and numeracy learning journey, and the path towards independent learning. The circles represent the collaborative learning and supports around children with specific learning difficulties, including children, schools, families, SPELD SA and others.'  Elizabeth Close, Artist.

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Our Phonic Books support the teaching of reading by using a structured synthetic phonics approach (Sounds-Write and Jolly Phonics series). They are designed to build on the pre-reading skills of oral language and phonological awareness needed for reading success.