Literacy and numeracy walkaround

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Literacy and numeracy walkaround

  1. 1. LITERACY & NUMERACY WEEK WALK AROUNDLiteracy & Numeracy at STM
  2. 2. What is covered in the literacy block? Decoding Reading ComprehensionLITERACY Handwriting Writing Author’s craft Spelling Speaking & Vocabulary development Listening Receptive/ expressive Language
  3. 3. What is covered in the maths block? Number Mathematically Space Working Structure Measurement Chance and Data
  4. 4. Structure of classesWHOLE CLASS INSTRUCTION Small group tasks WHOLE CLASS REFLECTION
  5. 5. Structure of classes WHOLE CLASS INSTRUCTION WHOLE CLASS TASK COMPLETION- TEACHER ROVES- TEACHER WORKS WITH TARGET GROUP-TEACHER WORKS WITH INDIVIDUAL WHOLE CLASS REFLECTION
  6. 6. Structure of classes WHOLE CLASS MODELING guided student attempts WHOLE CLASS MODELING guided student attempts WHOLE CLASS MODELING guided student attempts WHOLE CLASS REFLECTIONOnce the skill has been developed in this way children will complete task independently
  7. 7. How do we cater for individual needs in our classes?1) We use data to help determine what children do every day- formal testing- running records- questioning- C.A.R.S graphs / S.T.A.R.S tasks- work samples- anecdotal notes- children’s self reflections ( share time)- children’s goal setting2) We group children to enhance and facilitate their skill development- mixed ability- like ability3) Teachers work with children as a whole class, in small groups and on an individual basis
  8. 8. How do we cater for individual needs in our classes?4) Classroom teachers work in conjunction with many people to help cater for each childeffectively (e.g. leadership, numeracy & literacy leaders, reading recovery teacher, special needscoordinator, C.E.O. personnel [speech pathologist, visiting teachers, psychologists, educationaladvisors] and also other teachers across the school)- professional discussions- P.L.T meetings- T.A.P.S meetings5) For each lesson and also each small group task in Numeracy and Literacy there is a specificfocus identified.- Foci relate to the curriculum- Foci are recorded on daily planners & task boards- Foci are made explicit to the children
  9. 9. How do we cater for individual needs in our classes?6) curriculum content is taught within a context as much as possible- challenge based learning- real life contexts- embedded in inquiry unit7) teaching attempts to incorporate different learning styles- multiple intelligences- technology ( ipads, laptops, whiteboards, computers)- software programs (garage band, quick time, imovie, pages, keynote, word, excel)- listening posts- readers theatre- language experience
  10. 10. How do we cater for individual needs in our classes? 8) Extension initiatives:- personal I.L.Ps- Literacy extension sits within inquiry- writing competitions- Premiers reading challenge- Mathletics- Maths Talent Quest- Gateways- Australasian Problem Solving Mathematical Olympiads ( APSMO - known @ STM as MOPS)
  11. 11. How do we cater for individual needs in our classes? 9) Intervention: - Personal I.L.P - Mathletics - referral to CEO specialists ( Psychologists, Speech pathologists, Students advisors, Visiting teachers) - ESL instruction - Reading partners (students supporting students) - language experience/ vocabulary development groups - Reading Recovery - ERIK
  12. 12. How do we cater for individual needs in our classes? 10) Planning: - Team planning with leaders - personal planning - meeting with leaders individually - collegial activities between staff to learn from each other
  13. 13. Programs we provide... Reading RecoveryProvided to year 1 students who:1) Have not reached prep reading benchmark level2) The oldest child at the lowest literacy levelReading recovery discontinues when the child:1) reaches level 16 or above2) has completed 12 - 20 weeks of reading recovery http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/ student/rrguidelines.pdf
  14. 14. Programs we provide... E.R.I.K ( Early Reading Intervention Knowledge)E.R.I.K is provided to:1) students who are still experiencing reading difficulty after completingreading recovery2) Students from years 3-6 who are experiencing reading difficulties incomprehension, decoding, sound/ letter relationshipsE.R.I.K discontinues after:1) Child reaches reading level benchmark for year level2) 60 E.R.I.K. lessons
  15. 15. Programs we provide... E.R.I.K cont...E.R.I.K. has 3 strands:1) Phonological ( related to letter/ sound decoding of words)2) Orthographic ( letter patterns and visual memory)3) ComprehensionChildren can complete 1 or more strands of the E.R.I.K program http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/ERIK/ ERIK%20DataREPORT_2009.pdf
  16. 16. What STM is developing... Spelling- whole staff development of Spelling policy- focus on sounds ( based on THRASS program)- explicit spelling focus- integrated into literacy program (in Reading, Writing, Speaking &Listening)- spelling needs identified from students writing samples- lists as reinforcement, not basis for spelling memorisation- Parent spelling workshop to come
  17. 17. What STM is developing... Personalised learning- our personalised learning pedagogy has already begun- Challenge based learning will provide the basis for personalised Literacy / Numeracyinstruction- classes will work with each other- groupings will be flexible between classes and tailored to student’s individual needs
  18. 18. How can you stay informed with what we are doing at STM? Newsletters Colour coded notes Diaries Assemblies White= teacher informationTime before school to Red= stop pressmeet with classroom Orange= response teacher required Yellow = P & F email Phone contact
  19. 19. How can you stay informed with what we are doing at STM? Term 4 Classroom Blogs * Current & updated regularly * Learning achievements * Classroom News & events * Resources * Photos * Work samples Classroom blogs will replace Curriculum Newsletter from term 4 For those unable to go online computers will be made available at school for parents/

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