LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program

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LITERACY PROFESSIONAL LEARNING RESOURCEPrimary
Schools Program

• Session 1 Overview of the Resource

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Aims of the program

• to deepen literacy knowledge and understanding
• to provide opportunities to explore the Literacy
  Professional Learning Resource
• to build the capacity of literacy leaders to work
  with professional learning teams

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Key symbols
An opportunity to work with colleagues to explore
an aspect of the resource Time allocated to work
on tasks An idea you may wish to try Key
messages
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Activity - Double Entry Journal
Double entry journal is a way to record
information when exploring the resource. You can
record key messages from the resource and
tools/strategies to use to share this information
with your colleagues.
A third column- reference the resource
http//www.sdcoe.k12.ca.us/SCORE/actbank/tdentry.h
tm
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Sessions 1-3 (Day 1) aim to

• explore an overview of the resource
• link theories to practice
• explore the structure and content
• - key concepts
• - teaching strategies
• - assessment

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Sessions 4-6 (Day 2) aim to

• explore professional learning opportunities for
  whole staff, professional learning teams and
  individuals
• investigate the resource with an explicit focus
• develop a goal and implementation plan for your
  school.

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About the resource

• This resource is for
• all classroom teachers to deepen their
  understanding of literacy. This will inform their
  planning for literacy learning and assessment for
  all domains of the Victorian Essential Learning
  Standards
• literacy leaders in schools to plan opportunities
  for professional learning for the whole staff, in
  professional learning teams and/or for individual
  teachers.

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About the resource cont

• The resource will grow and develop over time in
  response to the latest research findings and
  feedback from practising teachers.

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Also linked from the Communication domain Page
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(No Transcript)
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(No Transcript)
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Website

• www.education.vic.gov.au/studentlearning/teachingr
  esources/english/default.htm

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Key messages

• Students oral language is the foundation for
• learning to use language
• using language to learn across all stages of
  schooling and within all domains.

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Key messages

• A range of theories and research is required to
  best support all students to improve literacy.

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Key messages

• Every teacher is a teacher of literacy.

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Split screen thinking
LITERACY
http//www.guyclaxton.com/documents/New/BERA20Key
note20Final.pdf
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Split screen thinking
PERSONAL LEARNING Mindful of themselves as
learners How emotions affect learning Develop
skills in planning, monitoring and
revising Reflecting on and modifying their
learning practices
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Split screen thinking
COMMUNICATION Forms, language and conventions
used in different contexts Language and discourse
differ across the curriculum Effectively present
information, ideas and opinions in a range of
forms
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Split screen thinking
THINKING PROCESSESS Thinking validates existing
knowledge and enables individuals to create new
knowledge and build ideas and create connections
between them
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Key messages

• A balanced and integrated approach to teaching
  literacy is essential.

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Key messages

• Assessment is the beginning place for supporting
  literacy through matching teaching strategies to
  individual students needs.

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Three purposes of assessment

• Assessment OF learning
• (summative)
• Assessment FOR learning
• (formative)
• Assessment AS learning
• (formative)

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The learner at the centre
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Student Learning Whole School Self Assessment Tool
www.education.vic.gov.au/studentlearning/curriculu
m/preptoyear10/schoolassessment/default.htm
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The learner at the centre
Consider the element Learner at the Centre on
the whole school self assessment tool and
identify which level your school is at in
relation to literacy learning.
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OUR EDUCATIVE PURPOSE
What is powerful to learn?
What is powerful learning and what promotes it?
Who do we report to?
LEARNER
Victorian Essential Learning Standards
Principles of Learning and Teaching P-12
Students Parents Colleagues School System
How do we know it has been learnt?
Assessment Advice
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Discuss and reflect on the key messages
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Key messages

• students oral language is the foundation for
  learning to use language and using language to
  learn across the stages of schooling and within
  all domains
• a range of theories and research are required to
  best support all students to improve literacy
• every teacher is a teacher of literacy
• a balanced and integrated approach to teaching
  literacy is essential
• assessment is the foundation for supporting
  literacy learning through matching teaching
  strategies to individual student needs by placing
  the learner at the centre of curriculum planning.
  

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Activity - Wondering Wall

• What are your questions about the Literacy
  Professional Learning Resource?
• Create a brick for the Wondering Wall.

Reference Tony Ryan http//www.tonyryan.com.au/cm
s/files/PDF's/mindlinks_all.pdf
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Wondering Wall
Does the resource link to the English Continuum?
What is the current thinking about oral language?
Are there practical ideas?
Does the resource include assessment ideas?
How will the resource help me plan my program?
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Activity - Word Splash
VELS Level 4 Teaching Strategy

capacity
plan

phonics
student needs
engagement
balance
time
effective
classroom environment
literacy
connections
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Activity - Word Splash

• What are your predictions about the content
• of the resource?

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The purpose of the resource is to provide support
and guidelines for effective practice for
classroom teachers and school leaders as
recommended in Literacy Teaching and Learning in
Victorian Schools Paper No. 9 Part A August 2006
Introduction page 4.
www.eduweb.vic.gov.au/edulibrary/public/publ/resea
rch/publ/Literacy_Teaching_and_Learning_Paper_9-rp
t-v1.00-20060831.pdf
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Activity - Placemat

• In groups of four, read your section/s
• Jot down notes on post it slips and attach them
  to the individual section of the placemat
• As a group share your notes and record an agreed
  paragraph as a summary of Paper No.9 on the
  centre of the placemat.

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Activity - Placemat

• Reader 1 Introduction (p.4), Student diversity
  (p.25) and Pathways to literacy (p.30)
• Reader 2 Effective literacy teaching (p.7-12)
• Reader 3 Teaching children to read (p.12-17)
• Reader 4 Building on literacy - reading and
  learning (p.18-24)

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Get your placemat here. www.ltag.education.tas.gov
.au/glossary.htm

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Literacy Teaching and Learning in Victorian
Schools Paper No. 9

• Report your understandings and consider
• how you will inform colleagues about the key
  messages from Paper No. 9
• what strategies you will use.