December 2011 SDD powerpoint

1. Teaching
Literacy
Granville East
Primary School
20 December 2011
1 M-E Betts 20 Dec 2011

2. 2
Introduction
 Mary-Ellen Betts
 Independent literacy consultant
 Literacy consultant in NYC and Sydney
M-E Betts 20 Dec 2011

3. 3
Let me read to you
 It’s a book
 Lane Smith Walker Books 2010
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4. 4
Let’s read together
 No print conventions
thebirdisflyingtothenest
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5. 5
Keep reading…
 Print conventions added
the bird is
flying to
the nest
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6. 6
Now add the meaning!
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7. 7
Now let’s read it again!
the bird is
flying to
the nest
M-E Betts 20 Dec 2011

8. 8
G.E.P.S. 2012 Targets
 Increased number of students above the
minimum standard in reading …..
 Increased evidence of Deep Knowledge and
Deep Understanding in classroom teaching
practices.
 Increased evidence of Assessment For
Learning in all classrooms across the school.
M-E Betts 20 Dec 2011

9. 9
What does reading involve?
Turn and Talk!
Reading texts involves
 recognising words automatically,
 reading in a phrased and fluent way and
 navigating texts to create meaning
Vocabulary knowledge involves
 understanding the meaning of spoken and written words and
 using this word knowledge to create and understand texts
Comprehension involves
 responding to,
 interpreting,
 analysing and
 evaluating texts
M-E Betts 20 Dec 2011

10. 10
And it is not all about books
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What do kids think about reading!
 Sandra Rowan and Jennifer Williams presenting at
ALEA July 2011 reported on action research in two
different NSW schools.
 They asked students
 ‘what does a good reader do?’
• Read a lot
• Read fast
• Don’t read too slow
• Don’t fight over the book
o Only 1 student said that reading was enjoyable
o 4% stated that you could learn stuff by reading Dec 2011
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12. 12
NSW DET K-12 Literacy Policy
NSW DET 2008
Literacy teaching
1.2.1
 Literacy teaching in NSW schools will incorporate explicit
and systematic instruction in the skills, knowledge and
understandings required for students to be literate. Literacy
will be taught in a balanced and integrated way.
1.2.2
 In the early years, literacy teaching will include the explicit
teaching of: phonemic awareness; phonics; vocabulary
knowledge; comprehension; concepts about print;
grammar, punctuation; spelling and handwriting.
M-E Betts 20 Dec 2011

13. 13
NSW DET K-12 Literacy Policy
NSW DET 2008
1.2.3
 Literacy teaching will draw on the strengths of a
comprehensive range of evidence and research-based
approaches to meet the learning needs of all students.
1.2.4
 Teachers will ensure students are equipped with a range of
literacy practices and skills that support them in code-
breaking and in understanding, using, analysing and
evaluating texts for a variety of purposes and audiences.
M-E Betts 20 Dec 2011

14. 14
SO - Reading is about making
meaning!
From: Gloria Miller (gloriamiller@realcom.net.au)
Sent: Saturday, 9 February 2011 8:10:40 PM
To: BETTS MARY-ELLEN (mebinnyc@hotmail.com)
Scary! G xx

15. 15
MY LIVING WILL
Last night, my friend and I were sitting in the living
room and I said to her, "I never want to live in a
vegetative state, dependent on some machine and
fluids from a bottle.
If that ever happens, just pull the plug."

16. 16
She got up, unplugged the computer, and threw out my
wine.
She's such a bitch.....

17. Where to start?

18. 18
A process for explicit and
systematic teaching
Extract from An introduction to quality literacy teaching
Assessment
for/of Planning Instruction
learning
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19. 19
Model of Gradual Release of
Responsibility
By
• Independent
With
• Guided
To
• Modelled
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20. 20
Here endth the first session
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21. 21
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22. 22
Assessment for/of learning
 Assess student work – formative (for learning) and summative
(of learning) to determine current literacy knowledge and
skills
 use rubrics to support this process
 Engage students in process through self-reflection and meta-
cognitive activities that involve questioning, discussion and
writing
 Provide purposeful, comprehensive, accurate and clear
feedback Hattie to students in relation to
 what they have demonstrated they are able to do
 how their work compares with that of others
 what they can do in order to improve
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23. 23
Planning
Based on assessment information, the curriculum and
guided by the Four Resources (Luke and Freebody 2000) model:
 Establish learning goals for a lesson/series of lessons
/literacy session
 Group students (class group, smaller group, individual
students)
 Determine the instructional strategies (modelled,
guided or independent teaching) that will enable
different groups of students to achieve the goal/s.
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24. 24
Instruction
 Based on planning decisions, allocate time for
focussed literacy teaching during current literacy
sessions.
 Begin teaching the lesson or series of lessons by
clarifying the purpose and process, linking to prior
knowledge, providing lesson overviews, explaining
assessment tasks and expectations
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25. 25
Instruction (continued)
 Use modelled, guided and independent teaching strategies
as dictated by student needs to support all students to
achieve the learning goals:
 Provide modelled teaching
 Provide guided support
 Review and provide more modelled and guided teaching as required
 Provide independent teaching, including opportunities to practise
and apply literacy learning in real contexts
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26. 26
Instruction (continued)
Allow time at the end of the lesson/series of lessons for
students to reflect on their learning in a variety of ways,
including:
 Summarising the purpose of the lesson
 Reviewing key ideas/skills/lesson tasks and highlighting
how they supported the intended outcomes
 Guiding student reflection with structured questioning
 Encouraging students to record their learning or future
action
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27. 27
The Literacy Session
 DAILY
 Essentials
 Desirables
 WEEKLY
 Essentials
 Desirables
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28. 28
DAILY
Focus1 Focus 2 Focus 3
Whole group Whole group Whole group
instruction with instruction with instruction with
guided practice guided practice guided practice
20 mins 20 mins 20 mins
Small group with Small group/s with Individual/small
teacher teacher group with teacher
Independent work Independent work Independent work
20 mins 20 mins 20 mins
M-E Betts Trio PL 20/12/2011

29. 29
G.E.P.S. literacy session
 Share
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30. 30
Why is good teaching important?
Thank you! M-E Betts 20 Dec 2011