CTL Group Project Video

Contemporary Teacher Leadership Project Proposal

Project Group Number:

Group 05 B - Tuesday 12pm Tutor: Paul Rooney

Sarah Borrego 17550967

Emily Pollard 17663032
Stephanie Todd 17710709
James Pinter 17018193
Madina Akram 16732474

Title: Think Aloud for Comprehension

Background
Ashcroft High School is a low SES, High EALD school (61% of students) (My School,
2017) with a high number of students from Indigenous background (12% of students) (My
School, 2017). Marks from local primary schools shows students NAPLAN results having
many students reaching bands 3-6 dependent on school and location, but upon transitioning
from Primary School to High School majority of results decreased or stabilized rather than
improved. Additionally, this is likely due to the varying background of our students, which
Hopwood, Hay & Dyment (2017) elucidate the issues associated with the transition period
between year 6 and 7 can have serious negative effects on student reading attainment. Thus,
illustrating the need for greater support in the year 7 cohort to develop a greater
understanding of English literacy skills for diverse literacies for 21st century learners. In
class assessments showed students sometimes struggled with the transitioning and regressed,
ultimately affecting the literacy continuum.

Scenario
This project aims to improve students personal and social capabilities by peer assisting each
other with school work using the Think Aloud comprehension strategy. Students from year
11 and 12 would mentor students from year 7 in English lessons that would increase literacy
results. The Think Aloud strategy is implemented in local Primary Schools to help students
improve their comprehension skills and often when transitioning to High Schools, students
literacy results are affected negatively due to discontinuation and a gap in the teaching
instruction students have been accustomed to. By implementing a continuous framework
during this transition student results can continue improving. Using the literacy continuum
data as well as NAPLAN data, teachers can monitor improvement. This project will improve
personal and social capabilities as senior students will develop leadership skills while
younger students will increase their social skills and collaborative skills.
Strategy: Think Aloud
The Think Aloud strategy models positive reading behaviours for students. This strategy
allows for students to become aware of these behaviours and adapting them for their own
reading skills. When students adapt this strategy they autonomously recognise positive
reading behaviours and learn to self correct.
The start of this strategy begins with a pre-reading. Depending on the difficulty of the text,
the teacher would select words students may not know or understand and students would
research and define these words and terms prior to reading, This method allows for students
to enhance their knowledge of terms in order to understand the text more clearly from the
beginning.
The next step requires students to begin the reading. Firstly, they predict what the story may
be about from what the title is. Students and teachers could discuss what they may associate
this with and predict what may happen.
As students read through the text, sometimes out loud, students annotate the text in relation to
whether it is a visualized sentence, it implies background knowledge, if it is inferring new
knowledge with old knowledge to understand the text or if anything needs to be clarified. If
students do need to clarify they can refer back to the pre-reading or look up the word to
ensure they understand the text.
Throughout the reading students can write and ask questions in relation to the text and try to
answer them themselves as they continue through the reading.

Product
The projects goal is to utilise the Think Aloud strategy framework to improve
comprehension skills and literacy results for the incoming year 7 cohort while developing
personal and social capabilities of both year 7 and senior students in year 11 and 12. It also
incorporates cross-curricular themes and characteristics that encompass key learning areas
including English, HSIE, Drama, PDHPE, Maths, Visual Arts, Music and Science. The
program will run in-class for the first three terms.

First Term: First half of term 1 (2 days a week) Second half of term 1 (3 days a week)
Second Term: 2 days a week
Third Term: 1 day a week
Fourth Term: Teachers summarise data and critique and evaluate the effectiveness of the
framework.
Furthermore, teachers will be gathering data from the incoming year 7 cohort from Ashcroft
primary school and the additional surrounding primary schools, in order to apply new
targeted areas that will be modified depending on the ability of the incoming students.
Individual pedagogies from the varying teachers will be used to incorporate the Think-
Aloud strategies within lessons which will foster various literacy and comprehension skills
for the year 7 cohort.

Evaluation
Student data will be collected at the beginning of the 4th term from the primary schools that
the incoming year 7 students are coming from. The data that is collected will be used to
create the program that will be used throughout the entire year for the incoming year 7
cohort. Additionally, at the end of term 3 all the data from the current year 7 cohort will be
collected and synthesized. All this information will be used to create a program tailored to
the incoming year 7 students.
At the beginning of term 1 year 7 all students in the English cohort will sit down and
complete a short test. This test will be based on a 2 short excerpts that contains a cluster 12
and cluster 13 literacy level language, forms and features; this data will be kept as a baseline
to measure all students progress throughout the program. Students will be expected to move
into the cluster 13 literacy level by the end of term 4 year 7. In term 4 the students will sit
another test that is based on excerpts that contain cluster 13 and cluster 14 literacy level
language, forms and features. The test results from the beginning of term 1 will then be
compared with the test results from term 2, this data will then be used to create the year 8
integration program as well as the next year 7 program.

Additionally, the year 11 and 12 students that are involved in the program will go through an
application process, this includes an interview and also sit a literacy test to ensure that they
are an adequate literacy level to support the incoming year 7 students. In addition the year
11 and 12 students will also be given one-on-one training time to ensure that they are
prepared to take on the work load.

Collecting and Analysing Data

For this project we would be using NAPLAN data as well as in class data to determine
success. Comparing the data to previous NAPLAN (I.e. year 5 vs year 7) as well as the data
primary schools would send for year 6-year 7 transitions versus the results at the end of the
year. The literacy continuum would also show whether there was an increase in literacy
fluency
To ensure Personal and Social Capability increase we could potentially create
questionnaires and interviews of random students in this project to assess the improvement in
this area.

Project Goals
The project goal is to increase the literacy level of all year 7 students from cluster 12 to
cluster 13 through the scaffolding provided in the Think Aloud program. Through the
support provided all students will be engaging with critical and creative thinking as they
interact and breakdown the content addressed in class. In addition, the project also aims to
increase the personal and social capabilities of the year 11 and 12 students through their
mentoring roles.

Relevant syllabus outcomes for stage 4 utilised for the program:

English
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.

EN4-3B uses and describes language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts.

EN4-5C thinks imaginatively, creatively, interpretively and critically about information,

ideas and arguments to respond to and compose texts

History
HT4-5 identifies the meaning, purpose and context of historical sources
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past

HT4-8 locates, selects and organises information from sources to develop an historical
inquiry

Geography
GE4-1 locates and describes the diverse features and characteristics of a range of places and
environments

GE4-3 explains how interactions and connections between people, places and environments
result in change

GE4-8 communicates geographical information using a variety of strategies

PDHPE
4.2 identifies and selects strategies that enhance their ability to cope and feel supported

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm

4.11 selects and uses communication skills and strategies clearly and coherently in a range
of new and challenging situations

Maths
MA4-3WM recognises and explains mathematical relationships using reasoning

MA4-6NA solves financial problems including purchasing goods

Visual Arts
4.7 explores aspects of practice in critical and historical interpretations of art

4.10 recognises that art criticism and art history construct meanings

Music
4.7 demonstrates an understanding of musical concepts through listening, observing,
responding, discriminating, analysing, discussing and recording musical ideas

4.9 demonstrates musical literacy through the use of notation, terminology, and the reading
and interpreting of scores used in the music selected for study

Science
SC4-4WS identifies questions and problems that can be tested or researched and makes
predictions based on scientific knowledge

SC4-17CW explains how scientific understanding of, and discoveries about the properties of
elements, compounds and mixtures relate to their uses in everyday life

Cross Curriculum Priorities and General Capabilities

Literacy
 Literacy is the foundation to the Think Aloud project. This means that the
implementation of this approach across a number of subject areas will mean
that there will be a consistent literacy approach implemented throughout the
school.
Personal and Social Capability
Personal and Social capability is a large facet of the Think Aloud project
because the participating year groups focus on the personal aspect through
constant reflection of their learning and the social aspect through tutoring and
being tutored by peers.
Critical and Creative Thinking
The Think Aloud project aims to have the literacy levels of students reach
cluster levels that align with the Literacy continuum. This project focuses on a
critical approach to reading and responding that also allows for creative
thinking through its processes of predicting and inferring knowledge.

Proposed Project Schedule

Term 1 Pre- Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Term
Term 1 2 3 4 5 6 7 8 9 10 Break

Research and
planning for
projects
implementation

Project
implemented and
pre- assessment

Integration of
skills and
strategies for
Stage 4 Year 7

Post Assessment

Evaluation of
students and
program
Detailed Project Schedule

Pre- Research, plan and prepare pre-assessment. Selection of Senior Students in

Term year 11-12 suitable for the mentoring peer assisted roles to the year 7 incoming
students. Student comprehension, vocabulary and phonics assessed, students
are then placed accordingly on the learning continuum.

Week 1 Introduction to the think aloud program, overview and goals of the program
Term 1 and pre-assessment activity to assess students current comprehension level
(2 and literacy capability. Pre- meeting with senior student to discuss Term 1
lessons)
 Think Aloud project description and student responsibilities. Teacher and
senior student undertake training session.

Week 2-4 Students would be focusing on implementing think aloud strategy in all
Term 1 reading, writing and research tasks. Initially , the teacher will model the
(2 practise to demonstrate to the senior student how to effectively implement the
lessons) strategy. The senior student will learn and develop this skill. In these weeks,
year 7 students will learn the bookmark strategy for reading. This process of
learning will encourage students to predict, visualise or to picture, use their
prior knowledge, infer and determine, clarify and evaluate any thing they read.
This strategy will be repeated several time using reading and writing activities
to ensure students have a deep understanding of how to apply this strategy.
Also, the bookmark will be available to assist students at any time as a
learning tool across all curriculums.

Week 5-6 Students will focus on further developing their understanding of the think
Term 1 aloud skill in many different ways and formats. Teacher will be on hand to
(3 assist the senior student in implementing the process as required. The
lessons) strategies to be taught are building blocks of learning through scaffolding,
breaking down verbs and applying the 8 to 1 strategy. The 8 to 1 strategy
requires students to select the most important words in a text and further define
and articulate what it means. This will further develop students
understanding of the text and knowledge of the word .

Week 7-8 Students will use and develop the thinking aloud strategy. At this stage of the
Term 1 project , the senior student is leading the lesson, with the teacher observing and
(3 assisting when required.
lessons)

Week 9 Students will focus on applying the think aloud strategy through a reflective
Term 1 perspective, questioning what they read and applying critical thinking
(3 strategies. Senior student will share and reflect on their own personal
lessons) experiences to help and encourage students to freely express themselves in
their reading and writing tasks.

Week 10 Post assessment- students are tested for improvement or decline in their
Term 1 comprehension level and literacy capability . This is compared to that of at the
(3 beginning of the term. Learning continuum student placement.
lessons)

Term Project and student evaluation and data collection summary for Term 1.
Break

Term 2 Pre- Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Term

Term 1 2 3 4 5 6 7 8 9 10 Break

Research and
planning for
 projects
implementation

Project
implemented and
pre- assessment

Integration of
skills and
strategies for
Stage 4 Year 7

Post Assessment

Evaluation of
students and
program

Detailed Project Schedule

Pre Term (See break for previous term)

Week 1 Student refresher on think aloud program for all participating students
Term 2 including senior mentors. This includes a refresher on 8 to 1 approach.
(2
Lessons)

Week 2-4 Students would be focusing on implementing think aloud strategy in all
Term 2 reading, writing and research tasks. Initially , the teacher will model the
(2 practise to demonstrate to the senior student how to effectively implement the
Lessons) strategy. The senior student will learn and develop this skill. In these weeks,
year 7 students will learn the bookmark strategy for reading. This process of
learning will encourage students to predict, visualise or to picture, use their
prior knowledge, infer and determine, clarify and evaluate any thing they
read. This strategy will be repeated several time using reading and writing
activities to ensure students have a deep understanding of how to apply this
strategy. Also, the bookmark will be available to assist students at any time as
a learning tool across all curriculums.

Week 5-6 Students will focus on further developing their understanding of the think
Term 2 aloud skill in many different ways and formats. Teacher will be on hand to
(2 assist the senior student in implementing the process as required. The
Lessons) strategies to be taught are building blocks of learning through scaffolding,
breaking down verbs and applying the 8 to 1 strategy. The 8 to 1 strategy
requires students to select the most important words in a text and further
define and articulate what it means. This will further develop students
understanding of the text and knowledge of the word .
 Week 7-8 Students will use and develop the thinking aloud strategy. At this stage of the
Term 2 project , the senior student is leading the lesson, with the teacher observing
(2 and assisting when required.
Lessons)

Week 9 Students will focus on applying the think aloud strategy through a reflective
Term 2 perspective, questioning what they read and applying critical thinking
(2 strategies. Senior student will share and reflect on their own personal
Lessons) experiences to help and encourage students to freely express themselves in
their reading and writing tasks.

Week 10 Post assessment- students are tested for improvement or decline in their
Term 2 comprehension level and literacy capability . This is compared to that of at the
(2 beginning of the term. Learning continuum student placement.
Lessons)

Break Project and student evaluation and data collection summary for Term 2.

Term 3 Pre- Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Term

Term 1 2 3 4 5 6 7 8 9 10 Break

Research and
planning for
projects
implementation

Project
implemented and
pre- assessment

Integration of
skills and
strategies for
Stage 4 Year 7

Post Assessment

Evaluation of
students and
program

Detailed Project Schedule

Pre (See break for previous term)

Term
Week 1 Student refresher on think aloud program for all participating students
Term 3 including senior mentors. This includes a refresher on 8 to 1 approach.

Week 2- Students would be focusing on implementing think aloud strategy in all reading,
4 Term writing and research tasks. Initially , the teacher will model the practise to
3 demonstrate to the senior student how to effectively implement the strategy. The
senior student will learn and develop this skill. In these weeks, year 7 students
will learn the bookmark strategy for reading. This process of learning will
encourage students to predict, visualise or to picture, use their prior knowledge,
infer and determine, clarify and evaluate any thing they read. This strategy will
be repeated several time using reading and writing activities to ensure students
have a deep understanding of how to apply this strategy. Also, the bookmark
will be available to assist students at any time as a learning tool across all
curriculums.

Week 5- Students will focus on further developing their understanding of the think aloud
6 Term skill in many different ways and formats. Teacher will be on hand to assist the
3 senior student in implementing the process as required. The strategies to be
taught are building blocks of learning through scaffolding, breaking down verbs
and applying the 8 to 1 strategy. The 8 to 1 strategy requires students to select
the most important words in a text and further define and articulate what it
means. This will further develop students understanding of the text and
knowledge of the word .

Week 7- Students will use and develop the thinking aloud strategy. At this stage of the
8 Term project , the senior student is leading the lesson, with the teacher observing and
3 assisting when required.

Week 9 Students will focus on applying the think aloud strategy through a reflective
Term 3 perspective, questioning what they read and applying critical thinking strategies.
Senior student will share and reflect on their own personal experiences to help
and encourage students to freely express themselves in their reading and writing
tasks.

Week Post assessment- students are tested for improvement or decline in their
10 comprehension level and literacy capability . This is compared to that of at the
Term 3 beginning of the term. Learning continuum student placement.

Break Project and student evaluation and data collection summary for Term 3.