1. CASE STUDY Flight EHSAS1/42008
A JOURNEY OF LEARNING

2. FLIGHT DETAILS Flight EHSAS1/42008
A JOURNEY OF LEARNING
Flight EHSAS1/42008
A journey of learning, departing in Term 1, 2008
and landing in Term 4, 2008.
This flight aims to see a target group of Year 7 & 8
learners soar from stanine 4 on STAR
assessments, to stanines of greater heights.
Learners will take off and fly in the path of
Reciprocal Reading, Bloom’s Taxonomy and
beyond.
On touch down, learners should have increased
ability to comprehend information, be able to think
critically about text and have increased their
reading mileage!

3. PASSENGER LIST Flight EHSAS1/42008
A JOURNEY OF LEARNING
Flight EHSAS1/42008
Passenger ‘M’ Year 7 Female
Enjoys reading a wide range of books and has a super work ethic.
Passenger ‘K’ Year 7 Male
A disinterested learner—unable to engage in reading or learning for sustained periods.
Passenger ‘S’ Year 8 Female
An academically capable student who is disinterested in reading
Passenger ‘C’ Year 8 Female
A reluctant reader who enjoys challenging the system.
Passenger ‘W’ Year 8 Male
A lively student whose interest in reading and books fluctuates.

4. S UPPORT C REW Flight EHSAS1/42008
A JOURNEY OF LEARNING
Flight EHSAS1/42008
FLIGHT CREW
Kara Mason, EHSAS Lead & Liaison teachers, TLC crew and TRA crew
from Roslyn School
Colleagues that soared to great altitudes.
LUGGAGE
Reciprocal Reading Student Pocket Cards
Bloom’s Taxonomy Pocket Comprehension Cards
Connectors Series, Scholastic
Improving Comprehension with Three-Level Guides
by Sandra McDonald, Chalkface
School Journal Reading Challenges, Curriculum Concepts
Super Dazzlers / Red Box, Longman
Brainbanks / Primary, Middle, Upper,
Thinkers Maps, Roslyn School
Folder of activities and guidelines

5. I N - FLIGHT ENTERTAINMENT
A REVIEW Flight EHSAS1/42008
A JOURNEY OF LEARNING
Flight EHSAS1/42008
RECIPROCAL READING
An opportunity where learners could engage in a “reading by” activity.
Learners really benefitted from more indepth discussions about the text, as well as the topic content. They
improved their research skills, became more self-confident at asking and answering questions about the text
and made gains in their comprehension of the text.
This has been a successful strategy because some learners gained more self-confidence & motivation to read. They improved their
leadership skills by eventually running the Reciprocal Reading sessions, and their ability to cooperate was increased. The learners
also became more interested in what each other had to say during reading sessions because they knew they were expected to be more
active participants of the group.
EXPLICIT TEACHING OF STRATEGIES
Reading sessions became more focussed as specific strategies were taught and reinforced, over and over.
WALT’s were used to introduce the strategy, and direct reference was made to them throughout the lessons.
This was successful as the strategies taught, supported the needs of the group/class at the time. For example, when carrying out
Inquiry Learning, the reading focus was to skim and scan for key words, gather the main ideas and summarise. With explicit
links being made during Intergration time, learners could see the link to reading. Wall charts of the strategies were put up so
refernece could be made to them.
TEACHING OF THINKING SKILLS & LINKS TO READING
Specific Thinking Skills were taught on a daily basis to enhance learner’s critical thinking skills.
A range of thinking maps were introduced and integrated into reading, as well as other curriculum areas.
Bloom’s taxonomy was introduced and resources used as mechanisms to develop critical thinking about
reading and information.
This was successful as learners made great advances in the number, and types of responses to text from the start of implementation
to now. They have been able to use a range of thinking maps to guide, support and analyse their reading. Learners have been
better able to read between and beyond the lines—this has shown in the types of questions they can answer (as analysed in their
Probe Running Records).

6. ROSLYN SCHOOL
TYPE ISSUING RM PASSPORT NO.
TG 01 L4783594
SURNAME
XXXX
GIVEN NAMES
‘W’
NATIONALITY SEX
Maori M
DATE OF ISSUE
Term 1 2008
EXPIRY DATE AUTHORITY
Term 4 2008 TGCTRM1
P<<<<NZLEHSAS<<<<<ROSLYN<<<<<SCH<<<<<<<<<<<<<<<<<<<<<<
L4783594<<<<<2NZL8139694GH287393<<<<<<<<<<<<<<<<<<<<<<8

7. ROSLYN SCHOOL
VISAS
10.7
‘Below’
The classroom teacher
in the Realm of EHSAS
STANINE 4
requests in the name of
The Powers to Be
all whom it may concern
to allow the holder to achieve
without delay or hindrance and
in case of need to give all
necessary support 10.5-11.5
and guidance. ‘Below’
______________________________________________ P<<<<NZLEHSAS<<<<<ROSLYN<<<<<SCH<<<<<<<<<<<<<<<<<<<<
<<WXXXXXX<<<<<<<<<OXXXX<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

8. ROSLYN SCHOOL ROSLYN SCHOOL
VISAS VISAS
FLIGHT SUMMARY
15.5+ This journey saw William’s ability soar to new heights!
His reading age has increased moving him from ‘Below’
his chronological age to ‘At’.
His spelling age moved from 10.7 years in Term 1, to
15.5+ years in Term 4.
William made considerable gains in his STAR assessment.
STANINE 6 He moved from stanine 4 in Term 1, to stanine 6 in Term
4. His results showed gains in the Sentence, Paragraph
and Writing Style sections of the test. William’s raw score
improved by 21 marks.
William became an enthusiastic and active participant in
guided reading sessions, enjoying taking on the role of
leader in Reciprocal Reading sessions. His ability to
11.5-12.5 comprehend a wider range of questions was evident.
‘At’
P<<<<NZLEHSAS<<<<<ROSLYN<<<<<SCH<<<<<<<<<<<<<<<<<<<< P<<<<NZLEHSAS<<<<<ROSLYN<<<<<SCH<<<<<<<<<<<<<<<<<<<<
<<WXXXXX<<<<<<<<<OXXXXX<<<<<<<<<<<<<<<<<<<<<<<<<<<<< <<WXXXXXX<<<<<<<<<OXXXX<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

9. F LIGHT DEBRIEF Flight EHSAS1/42008
A JOURNEY OF LEARNING
Flight EHSAS1/42008
On a whole, I am happy with the classes’ results in reading this year.
17/28 students moved up a stanine in the STAR assessments from Term 1
to Term 4. Of those 17, 6 of them moved up more than 2 stanines.
In Term 4, more students were in the ‘Above Average’ band than in Term 1,
and 1 student moved into the ‘Outstanding’ band.
In Term 4, the percentage of students achieving in the ‘Above’ band was
almost twice a great as the national standard of expectation.
All students in the class, except 1, moved up reading ages, and all of them
increased their ability to comprehend text at the new levels—with a
minimum comprehension rate of 80%. The types of questions they are now
able to comprehend are those which require higher order thinking, like
inferential and evaluative questions.
Over the year, the learners have been exposed to a variety of text and
strategies to develop their comprehension and critical thinking skills.
Positive results and improvements have been evident in the class as a
whole.
I was disappointed with the results from 3/5 of the target group as they
showed little or no movement in the summative results. They did however
make gains in other areas of literacy and in reading motivation.
As a target group, I feel I cannot use them as a control to gauge the overall
success of the class, as many more in the class made greater gains than the
target group.
However, the more important outcome of this case study is that I’ve
developed my pedagogy as a teacher of reading and have learned many
great strategies to implement in my future reading programmes.