Welcome to day (Welcome to country)Sympathise with being at school so late in year – would they prefer to be in QLD who will be in PL on 18, 19, 20 Jan with kids starting on 23.Explain folder contentsHandouts Resources
10:00Go back to what we were saying about what reading is?All the meaning we as adults bring to this cartoon.
10:101.2.1 already talked about balanced and integrated1.2.2 already talked about differences between learning to read (early years) and reading to learnPractice WILL LOOK DIFFERENT.
10:151.2.4 – the Four Resources model of Luke and FreebodySupporting the Literacy policy is An introduction to quality literacy practices produced in 2008 Refer to handout pg 6 - spend time looking at pages modelled and guided
10:20What is context? – how do we know?Who is audience? – how do we know?What is purpose? – how do we know?
10:25DET teaching and learning cyclePoint to where we have got to this year – reportingIdentify where we will start in T1 2012.
10:25An introduction to quality literacy teaching produced by DET in 2008 states this…
10:25Independent reading is easily left o
11:40Luke and FreebodyText decoderText participantText userText analyst
11:50In 2 mins each person is going to list daily essentials for a literacy session.In 2 mins pairs agree on list for daily lit session
11:50Added ‘with guided practice’ because did not wish anyone to think that teacher stood out the front and talked for 20 mins straight. ADD students hear first …how many words?...Task in groups will agree on what to place in each section and write in on post it notes.Bring group together at 12:10
Transcript of "GEPS SDD"
TeachingLiteracyGranville EastPrimary School20 December 20111 M-E Betts 20 Dec 2011
2Introduction Mary-Ellen Betts Independent literacy consultant Literacy consultant in NYC and Sydney M-E Betts 20 Dec 2011
3Let me read to you It’s a book Lane Smith Walker Books 2010 M-E Betts 20 Dec 2011
4Let’s read together No print conventions thebirdisflyingtothenest M-E Betts 20 Dec 2011
7Now let’s read it again!the bird isflying tothe nest M-E Betts 20 Dec 2011
8G.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 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 meaningVocabulary knowledge involves understanding the meaning of spoken and written words and using this word knowledge to create and understand textsComprehension involves responding to, interpreting, analysing and evaluating texts M-E Betts 20 Dec 2011
10And it is not all about books M-E Betts 20 Dec 2011
11What 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 booko Only 1 student said that reading was enjoyableo 4% stated that you could learn stuff by reading Dec 2011 M-E Betts 20
12 NSW DET K-12 Literacy Policy NSW DET 2008Literacy teaching1.2.1 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
13NSW DET K-12 Literacy PolicyNSW DET 20081.2.3 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
14SO - Reading is about makingmeaning!From: Gloria Miller (email@example.com)Sent: Saturday, 9 February 2011 8:10:40 PMTo: BETTS MARY-ELLEN (firstname.lastname@example.org) Scary! G xx
15MY LIVING WILLLast night, my friend and I were sitting in the livingroom and I said to her, "I never want to live in avegetative state, dependent on some machine andfluids from a bottle.If that ever happens, just pull the plug."
16She got up, unplugged the computer, and threw out mywine.Shes such a bitch.....
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 M-E Betts 20 Dec 2011
23 PlanningBased on assessment information, the curriculum andguided 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. M-E Betts 20 Dec 2011
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 M-E Betts 20 Dec 2011
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 M-E Betts 20 Dec 2011
26Instruction (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 M-E Betts 20 Dec 2011
28DAILYFocus1 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 teacherIndependent work Independent work Independent work 20 mins 20 mins 20 mins M-E Betts Trio PL 20/12/2011
29G.E.P.S. literacy session Share M-E Betts 20 Dec 2011
30Why is good teaching important?Thank you! M-E Betts 20 Dec 2011
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