Willans Hill School Special School in WaggaWagga, NSW 69 students, 9 classes
Design BIG Thanks to Karen Erickson Random selection of 3 students in each class for assessment by Jane Two day workshop on Four Blocks to all staff end of 2010 2 hour literacy block in every classroom, every day, throughout 2011 Continuing and individual professional learning for staff throughout the year. Repeat assessments at end of 2010
Which Assessments? Considered.... Qualitative Reading Inventory 3 Neale Analysis of Reading Ability Assessment of Phonological Awareness in Reading The Bridge Structured Emergent Literacy Assessment Portfolio Universally Accessible Emergent Literacy Battery
Emergent Literacy The research and theoretical developments of the last decade have dramatically altered how we view young children's movement into literacy (Teale & Sulzby, 1986). The term literacy relates to both reading and writing and suggests the simultaneous development and mutually reinforcing effects of these two aspects of communication. Literacy development is seen as emerging from children's oral language development and their initial, often unconventional attempts at reading (usually based on pictures) and writing (at first, scribbling) -- hence the term emergent literacy. Within an emergent literacy framework, children's early unconventional attempts at reading and writing are respected as legitimate beginnings of literacy.
The Bridge Structured Emergent Literacy Assessment Portfolio
Selection Process Each teacher selected 3 students Were asked to select student with highest literacy skills, then middle, then lowest These students were assessed by Jane Assessment results mostly reflected that teachers had selected correctly – but not always!
Remaining Students Assessed by their own teacher Time release provided to enable this to happen Teachers found this incredibly valuable Results cannot be included in inferential statistics
UAELB Concepts About Print Letter Identification Phonological Awareness Writing
I lost my cat. Where was she? I looked inside the house. I looked under the bed. I looked outside too.
I lost my dog. Where was he? I looked inside the house. I looked under the bed. I looked outside too.
I found my cat. I found my dog. Where were they? They were in the same place. They were under the table.
Lost and Found Questions What did the person in the story lose? What else did the person in the story lose? Where did the person in the story look? Where else did the person in the story look? Where did the person find the dog or cat?
Lost and Found Questions 1. What did the person in the story lose? Dog Bed House Ball
Listening Comprehension You read a passage Ask them a series of questions Adapted to multiple choice for students with CCN
So…what have we been doing? Emergent literacy intervention Four Blocks
Emergent Literacy Giving every student a pencil Providing a literacy rich environment Ensuring links between environment and print are constantly reinforced Alphabet books Phonological awareness activities, particularly for students with Complex Communication Needs (CCN)
Guided Reading Primary purposes are to assist students to: Understand that reading involves thinking and meaning-making. Become more strategic in their own reading. Must use a wide variety of books and other print materials.
Self-selected reading Primary purposes are to assist students to: Understand why they might want to learn. Become automatic in skill application. Choose to read after they learn how. It isn’t self-directed if you don’t choose it yourself. You can’t get good at it if it is too difficult.
Writing Students who write become better readers, writers and thinkers. Learn in classroom writing communities: Write for real reasons See others do so Interact with peers and teachers about written content, use and form.
Working with Words Primary purpose is to help students become strategic in reading words. Make words instruction: Words based Experience based Age-appropriate Should result in students who read and write More More successfully and independently With greater enjoyment
Literacy for All It is reasonable to assume that all children come to school with the dispositions to learn and to make the best sense they can of their experience, even though they might never have been read to, heard a story, looked at a book or held a pencil, or otherwise become “ready” for school (Katz, 1997).