This document summarizes Mary-Ellen Betts' presentation on teaching literacy to Granville East Primary School on December 20, 2011. The presentation covered reading strategies like reading aloud with and without print conventions, comprehension, and assessing student reading abilities. It also discussed the NSW Department of Education's literacy policy of incorporating explicit instruction in reading skills and using formative assessment to guide planning and instruction. Betts proposed a model for literacy instruction involving assessment, planning, and using gradual release of responsibility from modeling to independent practice.

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
M-E Betts 20 Dec 2011

4. 4
Let’s read together
 No print conventions
thebirdisflyingtothenest
M-E Betts 20 Dec 2011

5. 5
Keep reading…
 Print conventions added
the bird is
flying to
the nest
M-E Betts 20 Dec 2011

6. 6
Now add the meaning!
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

11. 11
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
M-E Betts 20

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
M-E Betts 20 Dec 2011

19. 19
Model of Gradual Release of
Responsibility
By
• Independent
With
• Guided
To
• Modelled
M-E Betts 20 Dec 2011

20. 20
Here endth the first session
M-E Betts 20 Dec 2011

21. 21
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

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.
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

27. 27
The Literacy Session
 DAILY
 Essentials
 Desirables
 WEEKLY
 Essentials
 Desirables
M-E Betts 20 Dec 2011

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
M-E Betts 20 Dec 2011

30. 30
Why is good teaching important?
Thank you! M-E Betts 20 Dec 2011