Transcript Foundation Literacy P-12 Loddon Mallee Region

Foundation Literacy
P-12
Loddon Mallee Region
CONTENTS
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Breakthrough Framework
Literacy Beliefs
Climate for Learning
Effective Literacy in Classrooms
Gradual Release of Responsibility
Literacy Elements
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Quality Speaking and Listening
Write Aloud
Shared Writing
Guided Writing
Independent Writing
Observation and Assessment
References
Resources
P3
P4
P6
P7
P8
P9
P 10
P 13
P 17
P 21
P 26
P 31
P 34
P 37
P 40
P 44
P 47
P 48
Last Updated July 2009
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Precision
Personalisation
Readiness
to learn
Appropriate
Pedagogical
experiences
Assessment
Data
Moral
Purpose
Daily
Instruction
Building
Leadership
Capacity
Professional
Learning
Professional Learning
Focused daily learning of teachers
individually and collectively
‘Breakthrough Framework’
Breakthrough- Fullan, Hill & Crevola
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LITERACY BELIEFS
1. All students come to school with individual
strengths, needs and diverse literacy experiences
2. Parents and the wider community are partners in
the success of school literacy learning
3. All teachers are teachers of literacy
4. Extended blocks of time are essential to practice
and apply skills and strategies, modelled by
teachers and by other students
5. Immersion in meaningful print, and access to a
rich array of texts develops literacy learning
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LITERACY BELIEFS (CONT)
6. Whole class, small group and individual
instruction, allows students to learn from
instruction and from each other
7. Students become independent, experienced
readers and writers when each day includes time
to be read to, to read with peers and to undertake
independent reading and writing challenges
8. Students learn literacy best when they have real
life purposes for reading and writing
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CLIMATE FOR LEARNING
Strong literacy learning environments provide
students with choices, responsibilities and the
opportunity to interact as they read, write, speak,
listen and view.
Classrooms are settings where interactive and
individual activity takes place, supported by
organisation and access to essential
resources.
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EFFECTIVE LITERACY IN CLASSROOMS
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A range of literacy elements should be taught in classrooms each
day
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High quality instruction and effective teaching for each student
across a range of literacy elements
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Reflection time follows each reading and writing workshop.
Students question, analyse and discuss their own and others’
learning
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Reading, writing, speaking, listening and viewing are interwoven
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Two hours uninterrupted literacy time – Primary
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Focused daily instructional time – Secondary
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GRADUAL RELEASE OF RESPONSIBILITY
DEGREE OF CONTROL
Role of the
teacher
MODELLING
SHARING
GUIDING
APPLYING
The teacher
demonstrates and
explains the literacy
focus being taught.
This is achieved by
thinking aloud the
mental processes and
modelling the reading,
writing, speaking and
listening
The teacher continues
to demonstrate the
literacy focus,
encouraging students
to contribute ideas
and information
The teacher provides
scaffolds for students
to use the literacy
focus. Teacher
provides feedback
The teacher offers
support and
encouragement when
necessary
The student
participates by
actively attending to
the demonstrations
Students contribute
ideas and begin to
practise the use of the
literacy focus in
whole class situations
Students work with
help from the teacher
and peers to practise
the use of the literacy
focus
The student works
independently to
apply the use of
literacy focus
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Role of the
student
Pearson & Gallagher
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LITERACY ELEMENTS
• Read Aloud
SPEAKING &
LISTENING
• Write Aloud
• Shared Reading
• Shared Writing
• Guided Reading
• Guided Writing
• Independent Reading
OBSERVATION
&
ASSESSMENT
• Independent Writing
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READ ALOUD
Description
Reading quality literature and text to students is
referred to as “Read Aloud”.
Read Aloud must occur several times daily for a
variety of instructional purposes.
It should involve the whole class, small groups and
individual students.
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READ ALOUD
Classroom Indicators- Instruction
• Student engagement is evident during text reading.
For example, debating, imagining, identifying,
laughing, spontaneous comment
• Teachers demonstrate reading as a valuable and
enjoyable activity and model this
• Teachers use a variety of carefully selected texts to
expose students to language structures, how texts
‘work’ and how to gain meaning from text
• Instructional focus may be problem solving, fact
finding, text types, analysing, inferring, author study
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READ ALOUD
Classroom Indicators- Resources
• Many quality texts, diverse in style, topic and level
of difficulty, well displayed and easily accessible
• Examples of text may include magazines, texts
and newspapers
• ICT, Listening Centres
• Well resourced, inviting classroom and central
libraries
• Blocks of time scheduled for reading activity
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SHARED READING
Description
Shared Reading is whole class teaching in a
supportive environment, using enlarged print and
high quality text.
Teachers select text well suited to strategic
instruction.
Students and teachers share the task of reading a
text which might otherwise prove too challenging.
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SHARED READING
Classroom Indicators- Instruction
• Clear instructional focus e.g.
- Text features and structures
- Problem-solving
- Re-reading and self monitoring
- Finding evidence
• Demonstration of how the reading process works
• Teaching for effective use of reading strategies
• High level questioning
• Where appropriate, teachers schedule opportunities to
promote familiarity and memorisation through repeated
readings
• Daily instruction – 20 minutes
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SHARED READING
Classroom Indicators- Instruction (Continued)
• Using enlarged text students discover what is relevant
to becoming a reader – challenging and deepening
thinking, questioning, self monitoring, self correcting,
sampling, confirming
• Using enlarged text to enrich literacy experiences e.g.
varying the way texts are presented to clearly
emphasise enjoyment
• Using enlarged text to analyse different text types and
styles
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SHARED READING
Classroom Indicators- Resources
• Many short, enlarged print text selections
• charts – short factual and narrative
• text selections e g. science experiment, newspaper
reports, magazines and current affairs websites
• songs, chants, poems and rhymes
• big books – all text types
• Enlarged texts and charts well displayed in easily
accessible storage
• Interactive whiteboard, data projector & overhead
projector
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GUIDED READING
Description
The teacher and a small group of students talk,
read and think their way purposefully through a
common text, working collaboratively.
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GUIDED READING
Classroom Indicators- Instruction
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Teachers:
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group and regroup students using ongoing observation and
assessment
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carefully plan strategic reading instruction and explicitly teach
small groups of students
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select texts appropriate for the common instructional needs of the
group
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promote active engagement in thoughtful group discussion
Time scheduled daily - each group approx. 20 minutes
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GUIDED READING
Classroom Indicators- Instruction (Continued)
• Students, with assistance by teacher:
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engage in text orientation and activate prior knowledge,
connections and thinking
deepen comprehension
develop prediction skills and understanding of the reading
and writing processes
use other students to help solve problems
question ideas of the author
ask questions a reader asks when reading
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GUIDED READING
Classroom Indicators- Resources
• Adequate variety of texts in multiple copies - a set of 6
copies and an additional copy for the teacher
• Small group organisation & tasks are clearly defined
and visible e.g. management board
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INDEPENDENT READING
Description
Independent reading is central to successful
reading development.
Students select and read engaging and interesting
material daily, independently and individually.
They share information about what they read.
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INDEPENDENT READING
Classroom Indicators- Instruction
Time must be scheduled daily for independent reading to occur.
A structured take home reading program for all primary students
is expected.
For secondary students, a structured reading program is
essential in addition to library borrowing.
Students:
• promote books to others – share time is scheduled
• practice reading at home each night and a home and school
partnership is fostered
• practice what has been taught in whole class, small group and
individual reading activities
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INDEPENDENT READING
Classroom Indications- Instruction (Continued)
Teachers:
• act as models, promoting reading of quality literature and
texts
• discuss and enjoy texts with individual students,
observing what they know and can do
• provide guidance with text choice - noticing when
students choose texts beyond their control
• guide choices to incorporate just the right amount of
reading challenge
• monitor choice to ensure a broad range of successful
and enjoyable reading experiences
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INDEPENDENT READING
Classroom Indication- Resources
• Classroom environments foster enjoyment, and
appreciation of reading
• A range of high quality literature is accessible in
classrooms, and central libraries
• Wide range of interest and difficulty levels
• School library is closely linked to classroom
reading programs
• Partner reading arranged with peers and adults
• Well organised take home and library programs
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The teacher’s role changes from one of
initiating, modelling and guiding to one
of providing and then observing,
acknowledging and responding.
(Mooney)
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QUALITY SPEAKING & LISTENING
Description
Quality conversations take place with students daily, using
focussed dialogue as the catalyst for teaching and learning.
Oral language requires formal and informal experiences to
convey and receive meaning.
It involves the development and demonstration of knowledge
about the appropriate oral language for particular audience and
occasions.
Speaking and listening involves whole class, small group and
individual instruction, and promotes talk with and by individual
students.
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QUALITY SPEAKING & LISTENING
Classroom Indicators- Instruction
• Rich, purposeful speaking and listening opportunities, which are
both spontaneous and intentional, are provided so students can
formulate and articulate ideas
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Students experience a broad range of speaking and listening
activities e.g. public speaking, individual, group and whole class
discussion, reports, interviews etc
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‘Talk’ is integral to all domains – eg. reasoning, analysing,
debating, persuading, explaining, and reflecting
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Vocabulary is intentionally developed to enable students to
clearly express opinions, understandings and intentions
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QUALITY SPEAKING & LISTENING
Classroom Indicators- Instruction (Continued)
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Students are involved in presentations both formal and informal.
They are aware of the range of contexts, purposes and
audiences
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Students listen attentively to factual spoken texts and identify
topics, retell information accurately, ask clarifying questions,
contribute information and justify opinions
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The best speaking and listening behaviours are modelled by both
students and teachers e.g. eye contact, intonation, expression
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QUALITY SPEAKING & LISTENING
Classroom Indicators- Instruction (Continued)
• Students give their own talks and presentations. They
learn from and build on, the ideas of others
• Students participate in story telling experiences
• Teachers observe and use student experiences to
initiate and develop further conversations
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QUALITY SPEAKING & LISTENING
Classroom Indicators- Resources
• Book Club and Literature Circles which require
students to take responsibility for expressing
opinions and guiding workshop group activities
• Organisational structures which provide speaking
opportunities each day e.g. share/reflection time,
conferences, readers theatre, class meetings
• Models of quality speaking and listening
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WRITE ALOUD
Description
Writing Aloud occurs when a teacher writes in front
of students. The teacher models techniques,
frameworks & behaviours, verbalising thinking and
what is being written.
It could involve whole class, small groups and
individual students.
Writing aloud increases student interest and
motivation and develops the quality of writing.
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WRITE ALOUD
Classroom Indicators- Instruction
• Teachers demonstrate writing as a valuable and
enjoyable activity and show this through their own
personal writing
• The text being composed can be seen by all
students
• The teacher makes explicit what she is doing, both
authorial and secretarial [the thinking, ideas,
content, discussion of vocabulary, format, layout,
spacing, handwriting, spelling, punctuation]
• Students observe the teacher in the act of writing
• Sessions are brief e.g. 10 minutes
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WRITE ALOUD
Classroom Indicators- Resources
• Text developed is displayed and used as
reference point
• Easel
• Chart pad
• Interactive whiteboard
• Overhead projector
• Large textas
• Chalk board
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SHARED WRITING
Description
Shared writing is defined as the teacher and the
student composing writing collaboratively. The
teacher acts as scribe and expert and makes
decisions about where students may scribe.
The teacher enables, supports and encourages.
They invite students to participate and enjoy
writing experiences they might not be able to do
on their own.
Writing is negotiated, discussed, and jointly
decided by students and the teacher.
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SHARED WRITING
Classroom Indicators- Instruction
• Planned and explicit focus in writing skills and strategies
is based on student needs across the domains
• Teachers leads students to develop more complex ideas
and language and foster their critical awareness as
writers
• Teachers scaffold the learning
• Teachers lead students to make explicit what they are
doing- the thinking, format, layout, spacing, handwriting,
spelling, punctuation and discussion of vocabulary
• Sessions are brief e.g. 15 minutes daily
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SHARED WRITING
Classroom Indicators- Resources
• Text developed is displayed and used as reference
point
• Easel
• Chart pad
• Interactive whiteboard
• Overhead projector
• Large textas
• Chalk board
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GUIDED WRITING
Description
The teacher facilitates writing with a group of
students of similar needs. Students are observed
closely and write with the scaffolded support of the
teacher. Students do the writing.
Students receive explicit instruction and feedback.
They are guided to write more complex texts than
would usually be written independently.
Guided writing extends the thinking of students and
generally builds on the instruction of Shared
Writing.
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GUIDED WRITING
Classroom Indicators- Instruction
• Scheduled within writing workshop
• Students are given opportunities for choice and decision
making
• Teachers suggest, support and assist students to clarify their
ideas and understandings as writers
• Teachers:
– model questions that help the writer to clarify
– expect students to begin asking similar questions of each
other
– expect student to eventually ask questions of themselves
• Teachers confer with individual students about their writing
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GUIDED WRITING
Classroom Indicators-Resources
• References e.g. charts, writing samples,
dictionaries
• Students have access to a variety of writing
supplies: variety of paper, books, markers,
pencils, crayons, and well resourced publishing
centres
• Information about authors
• Computers
• Quality literature and texts used as models for
writing - print rich classrooms
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INDEPENDENT WRITING
Description
Independent writing focuses on students taking
charge of their own writing. Students apply
understandings, processes and strategies learnt
through supported teaching elements.
It builds fluency, establishes the writing habit,
makes personal connections, explores meanings,
promotes critical thinking and encourages the
writer to use writing as a natural, pleasurable,
self chosen activity.
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INDEPENDENT WRITING
Classroom Indicators- Instruction
• Students may choose their own topics, draft,
revise, edit and sometimes publish their own
writing
• Students take risks and have responsibility for
working through challenges and problem solving
• Students refer to previous instruction in writing
skills and strategies, and this experience is evident
when they write
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INDEPENDENT WRITING
Classroom Indicators- Instruction (continued)
• Organisation for peer and teacher conferencing is
evident
• Writing occurs across the curriculum, in a variety
of text types and for real life purposes
• Spelling attempts are viewed as not incorrect but
incomplete
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INDEPENDENT WRITING
Classroom Indicators- Resources
• References e.g. charts, writing examples, dictionaries,
books, internet
• Students have access to a variety of writing supplies:
variety of paper, books, markers, pencils, crayons,
and well resourced publishing centres
• Information about authors
• Computers- word processing & investigation
• Quality literature and texts are used as models for
writing - print rich classrooms
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OBSERVATION & ASSESSMENT
Description
Assessment is the ongoing process of gathering,
analysing and reflecting on evidence to make
informed and consistent judgements to improve
future student learning.
Systematic observations and data are regularly
gathered and used to build a profile of student
progress.
Ongoing assessment and observation is not
confined to scheduled literacy activities.
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OBSERVATION & ASSESSMENT
Classroom Indicators- Instruction
• Teachers use evidence of student learning to
determine starting points and make judgements on
student achievement
• Teacher and students discuss achievement and
future direction of learning
• Students reflect on, analyse and monitor their own
progress
• Teachers can clearly articulate student progress
in discussions with parents and other teachers
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OBSERVATION & ASSESSMENT
Classroom Indicators- Instruction (continued)
• Student progress is tracked and closely monitored.
Common school-wide assessment procedures are in
place
• Portfolios and student profiles may be kept for each
student
• Written records of reading behaviour (e.g.Running
Records for students in the earlier phases of reading
development) are used to make decisions about text
choice (level of difficulty) and the important teaching
decisions to be made for each student
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REFERENCES
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Breakthrough
Fullan Hill and Crevola
Literacy Teaching and Learning in Victorian Schools [Paper No 9]
Teaching for Comprehending and Fluency Fountas and Pinnell
Guided Reading
Fountas and Pinnell
Conversations
Regie Routman
Invitations
Regie Routman
Western Australia First Steps Second Edition
Effective Literacy Practice 1-4 and 5-8
NZ Ministry of Education
Victorian Essential Learning Standards
DEECD
Language Enhancement Manual Loddon Mallee Region
Reading in Junior Classes
NZ Ministry of Education
Reading for Life
NZ Ministry of Education
Dancing With the Pen
NZ Ministry of Education
Reading To With and By Children Margaret E Mooney
www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/defau
lt.htm
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RESOURCES
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NAPLAN resources www.vcaa.vic.edu.au/prep10/naplan/index.html
AIM resources www.vcaa.vic.edu.au/prep10/aim/aimindex2.html
Catching on to Comprehension Pearson
A Teachers’ Guide to Genre
Ridge
Strategies to Engage the Mind of the Learner Billmeyer
Skyrider Shared Reading Kit NZ
Listening Post Blackline Masters Upper Primary
and Middle Primary
Rigby
• Developmental Reading Assessment - Kits A and B
• WRAP - Writing and Reading Assessment Profile
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