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CONNECT COLLABORATE GROW THE WEBSITE OF AN INSTRUCTIONAL ROUNDS NETWORK
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  • Reading & Writing
    • Reading 2022 Oakhill Drive PS
    • Oakhill Drive 2022 Follow Up
    • Reading TWPS Follow Up
    • Reading Normanhurst 2021 >
      • Reading Key References
      • John Purchase PS OLJ Reading Initiatives
      • Reading 2 John Purchase
      • Worthwhile Reading Lessons
    • CR Reading
    • PL Reading
    • OLJ READING
  • Worthwhile Lessons
    • Performance of Understanding TWPS 2019
    • Resources for Learning Trajectories
    • Ensuring Rigor
    • Writing Berowra PS 2021 >
      • Berowra PS OLJ Writing
    • WL Our Learning Journey
  • Visible Learning
    • PL Visible Learning
    • CR Visible Learning >
      • Learning Intentions and Success Criteria
      • Formative Assessment
      • Feedback
      • Student Self-Reflection
      • Self Regulated Learning >
        • CR Self-Regulated Learners
        • OLJ Self-Regulated Learners
  • Mathematics
    • Mathematics >
      • Mathematics TWPS 2022
      • Berowra PS 2022 Maths >
        • Our Learning Journey BPS
      • JPPS Mathematics 2022
      • Working Mathematically
      • PL Mathematics
      • OLJ Maths
  • A focus on thinking
    • Thinking PL >
      • Thinking Readings
      • Curiosity, Creativity & Critical Thinking >
        • Creativity, Curiosity & Collaboration
    • Thinking CR >
      • Unit
      • ES1
      • Stage 1
      • Stage 2
      • Stage 3
    • Our learning journey
  • Classroom Talk
    • PL Classroom Talk
    • CT Professional Learning 2
    • CT Classroom Resources
    • Student Talk at ODPS
  • Blog
  • Archives
Here are the steps our schools have taken since their round to strengthen learning & teaching of reading The JPPS problem of practice focused on how to develop students' inferential comprehension.

JOHN PURCHASE PS
​READING FOLLOW-UP INITIATIVES

The JPPS team chose to start their learning journey by listening closely to students to identify where they were losing meaning.  The team then selected the round recommendations which focused on developing students' vocabulary and set about exploring various strategies to better teach this critical aspect. 
Teachers shared successful strategies for teaching vocabulary, including the SEEC model.  They collaboratively planned lessons to meet pre-determined Success Criteria.
Stage teams developed learning trajectories, and continued the vocabulary focus during Home Learning. Successes were celebrated with staff and parents. Finally, a dilemma was posed to the network about the next steps in implementation.
The first step the Stage 1 team took was to video students reading a text and to listen to their responses to better understand  what students were thinking whilst they were reading.
The Stage 1 team identified that vocabulary was a major contributor to lack of comprehension for many students. Learning tasks were developed to highlight the learning of vocabulary during the "Home Learning" period. Some examples from Stage 1 are below.
The Stage 2 and 3 teams used a Lesson Study approach to better understand what teaching practices made an impact to student learning.  Their first inquiry question was based on developing students' skill in justifying their opinions using evidence from a persuasive text. Here is the presentation for their first Lesson Study.
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