Summary of main strengths 54.2 %of children in the school tested at sTen of 5 or above in the DPRT in May 2014 66 % of children report enjoying reading in a survey of attitudes conducted in preparation for this plan in February 2015 51 % of children enjoy reading aloud 80% of teachers both teach and monitor fluency on a daily basis.
Summary of main areas requiring improvements The objectives of this plan are: To improve accurate word recognition so that children are reading at 90-95% accuracy at their instructional reading level. To improve automaticity (the ability to read words without conscious decoding). This is in order to allow the children to concentrate on comprehending the text. To improve rhythm and intonation. This is also referred to as prosody and concerns the ability to read with some sort of inflection. It often indicates a child’s level of understanding about the parts of speech contained in a sentence which is in essence a lower order form of comprehension. To increase (from 4 to 8) and improve the number of teaching strategies used to teach fluency.
Improvement Targets Reading Fluency To improve accurate word recognition so that children are reading at 90-95% accuracy at their instructional reading level. To improve automaticity (the ability to read words without conscious decoding) so that 80% of all classes score above 10 on MDFS. To improve rhythm and intonation. This is also referred to as prosody and concerns the ability to read with some sort of inflection so that 80% of all classes score above 10 on MDFS. To include one other form of assessment other than teacher observation.
Required Actions Teachers will implement the SNIP programme in every class. Teachers will use the Fry Fluency Phrases to enhance children’s fluency. Teachers will provide opportunities for the children to focus on and practise reading developmentally-appropriate texts with expression through guided and repeated reading activities aimed at expressive reading. Choral Reading: Children chorally read a portion of text altogether. Echo Reading: The teacher may work with a small group/whole class/individual. The teacher models fluent reading and the children repeat the reading back to the teacher. They echo the teachers’ expression and intonation etc. Each teacher will provide opportunities for the students to engage in fluent reading in a variety of texts at both their independent and instructional level. The books, Better English and Read at Home, which were bought by the school for each level, 2nd to 6th, will be used mainly for the purpose of planning these texts. Each teacher will ensure that the children have exposure to modelled fluent reading patterns at school and at home so that they have opportunities to practise fluent reading behaviours. Readers’ Theatre will be timetabled for twice a week. Taped Reading: As part of assessment, the teacher tapes the children reading individually once a month. Teachers will check pupil's understanding during the lessons by having a plenary session at the end of them.
Success Criteria/Measurable Outcomes Teachers are using class appropriate %Word Recognition/ Timed Reading Assessment with all children. Teachers are using the Multidimensional Fluency Rubric with all children. Pre-testing and post-testingcan measure outcome of actions taken during the school year. Due to small class sizes (max. 22), teachers can monitor all children and focus on those whose fluency needs to be improved. A class progress chart will be completed by teachers on an ongoing basis. Small groups can be organised for mini-lessons to address specific fluency needs of children when necessary Targets will be reviewed in relation to baseline data in term 3.
Monitor and Review Timetabling: The School will review the allocation of time in the curriculum for teaching of literacy and reflect this in teachers' timetables (0056/2011) Progress and challenges will be reviewed during Croke Park hours.