Page 13 - HCC Vol 24 22/05/2023

ANZAC Student Participation
We are thankful for and proud of the students who represented Harvest at the local dawn services for
ANZAC day this year.
KADINA
Mr Carson
Josh Griffin 12 Bianca Hammond 11 Emily Carson 9 Harper Evans (Year 5)
MOONTA
Ms Blackwell
Hannah Griffin 11 Sarah Griffin 9
Nick Derrington 12 Amelia Vermeeren 12 Telysha Frost 12 Arabelle Greig 11
WALLAROO
Mr Penner
Noah O’Donohoe 10 Tiffany Harris 10 Amelia Penner 12 Olivia Lemley 7
PASKEVILLE
Maya Wilksch 9
Running Records (PM Benchmark)
PM Benchmark is a widely-used assessment tool designed to measure the reading skills of students. At Harvest, we use it to assess students’ reading fluency, comprehension, and accuracy of students from Year 1 to Year 3, by using a series of levelled texts that gradually increase in difficulty.
The assessment is conducted one-on-one between the student and a trained Learning Support staff member, with the student reading aloud a series of passages while the staff member records their performance. This is then followed by a series of comprehension questions ranging from literal questions (the answers are directly referenced in the material read) to inferential and applied knowledge questions (this develops higher-order thinking). The results are used to identify areas where the student may need additional support and to determine their overall reading level.
The PM Benchmark is considered to be a valuable tool for educators as it provides them with a clear and objective measure of their students’ reading abilities. By using this assessment, teachers can identify students who may require additional support, adjust their instruction to meet individual student needs and track student progress over time. Overall, the PM Benchmark has proven to be an effective tool for promoting literacy and improving reading outcomes for students of all ages and abilities.
Running records are completed twice per term, usually during weeks 3 and 8. Following the testing of all students, the teacher receives a report on the progress made by the students in their class. The results of the running records are reported to the parents in one of two ways:
The student will be given a certificate to mark their new reading level if they advance to the next level.
If the student still needs extra practise in specific areas before moving up a level competently, some ideas on how to improve these areas will be provided home in a letter.
In conclusion, reading at home can have a significant positive impact on a student’s reading abilities at school. Consistent reading practice at home can improve a student’s vocabulary, fluency, comprehension, and overall reading level. Additionally, reading at home can foster a love for reading and encourage students to seek out reading material on their own. When parents and caregivers support their children’s reading practice at home, they help create a solid foundation for academic success and lifelong learning. By working together, schools and families can help students develop strong reading skills and reach their full potential.
13 SERVING the Yorke Peninsula for over 20 years