This online professional learning provides teachers with an opportunity to explore the cognitive process involved in reading and how to plan for explicit reading instruction.
Participants will reflect on current research about the cognitive processes involved in reading; consider the importance of high expectations and using reading data to inform practice; and plan for explicit instruction using the gradual release of responsibility model.
Who should participate?
Year 3-8 teachers
Mode of delivery
Blended learning - a mix of self-paced and facilitator-led learning
This blended learning course includes two self-paced modules and a facilitated session:
Module 1: A framework for understanding reading
Module 2: The reading landscape
Facilitated session: Conditions for reading improvement
Completing this blended learning course will help you to:
- consider the complex cognitive processes involved in reading
- consider how reading research, the School Excellence Framework and the What works best: 2020 update can inform your teaching of reading
- explore the reading demands across the curriculum
- understand the importance of a whole school reading culture that embraces a shared belief, responsibility, and enjoyment of reading
- investigate the gradual release of responsibility model
- plan for explicit teaching of reading
Register for ‘Focus on Understanding texts: The components of reading- Blended learning’ via MyPL (Course code RG14358)
NESA Registered Professional Development
Completing ‘Focus on Understanding texts: The components of reading- Blended learning’ will contribute 5 hours of NESA Registered PD addressing 2.5.2, 6.2.2 and 6.2.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW