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Many of my students now ask to "read a book to the class" or have an extended independent reading time. Some even ask to bring books outside to read during their play breaks!

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Reading conference database and reading journal

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Reading conference database and reading journal

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students discussion during eating times about books 

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students discussion during eating times about books 

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A high majority of year one students are well above the level 16 standard for this time of the year, with many at a level 28

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Parents are providing feedback on their child's reading through diaries and the improvement they have noticed

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Tracking their evidence they have obtained from their individual reading goals. This gave then an opportunity to discuss with their teacher at each conference.

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Tracking their evidence they have obtained from their individual reading goals. This gave then an opportunity to discuss with their teacher at each conference.

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Enabling students to talk about their interests and choices of books in their book boxes - shows that they are able to select just right book and books that are an appropriate read for their ability level

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Kids talking about reading more at home- parents checking in speaking about the books being spoken about at home

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Anecdotal on line
Teacher modeling
Reading Journals
Show evidence from their reading

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Enabling students wanting to participate in discussion and book talk "Boy Overboard" 

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Enabling students wanting to participate in discussion and book talk "Boy Overboard" 

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Pre and post tests
PAT r data
Transition with reading goal(s)
Reading survey
Conferences

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Running record data - students progress in leveled texts and their ability to make simple inferences and comprehend these text levels 

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Running record data - students progress in leveled texts and their ability to make simple inferences and comprehend these text levels 

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asking for more time to read!!

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In reading conferences after a goal was set I would model to the students how I wanted them to collect their evidence. This helped a lot as they knew what they needed to do and then it was easy for me to see their evidence.

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The anecdotal evidence from the reading conferences and the discussion from the students about how they have worked on their goals.
Testing results showing growth
Increase in the students reading stamina
The enthusiasm the students bring to the Library and how keen they are to choose accessible books to read

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Anecdotal observations and easy to use recording sheets for students to record their own evidence on
Ability to read for a longer duration
Journals
Putting their names on a post it note on a book

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student ability to orally discuss a text and their reading goals, using subject specific terminology and making specific, relevant connections to other texts read 

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student ability to orally discuss a text and their reading goals, using subject specific terminology and making specific, relevant connections to other texts read 

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Transferring over. Not teaching to PatR anymore yet the growth seen in class was there

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Students are either using templates or able to independently record evidence in their reading journals every session. The growth is evident in their responses and as they progressively collect more evidence, it shows improvement.

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reading logs- students record of their thinking/ achievement of independent reading goals as they read

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reading logs- students record of their thinking/ achievement of independent reading goals as they read

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Reading conferences and journals - students are able to discuss their learning goal and how this helps them as a reader and use their goals as a fix up strategy.
Running records - showing students applying strategies.
Impact:
sustained independent reading with less fake reading.  Students identifying familiar authors such as Joy Cowley and Eric Carle.

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The creation of specific reading goal worksheets where students recorded their reading goals daily with strategies to use to achieve their gaol and evidence from their text to show they worked on it during Read to Self time

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The creation of specific reading goal worksheets where students recorded their reading goals daily with strategies to use to achieve their gaol and evidence from their text to show they worked on it during Read to Self time

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After starting the year unable to read & with no reading strategies, now being on text and having reading strategies to break down unknown words

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Many of our students were reading at levels way below 28. By the end of the year most of our students are at L 28

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Conferencing: feeling comfortable to read aloud and setting new goals for themselves 

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Conferencing: feeling comfortable to read aloud and setting new goals for themselves 

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Use of language and just the sheer volume of notes - easy to see the progression. Quality of notes is much better

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Students were able to come up with their own reading goals to assess.
Students checking in with teacher to discuss evidence collected.
Conferencing became more of a dialogue rather than question answer process

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Anecdotals, testing results, student feedback about their love of reading!

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Taking anecdotal observations online and using students reading journals as evidence of students reading goals. Writing down observations from reading conferences. PATR results and Alpha assessment beginning and end of the year.

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*Reading Journal - students showed their evidence of their personal reading goal in their reading journal.
* PAT-R results
* Enthusiasm around reading in shared reading and discussion.
* Children bringing in Roald Dahl books for independent reading as we have been studying his texts in class
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