Foundation Literacy P-12 Loddon Mallee Region

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Foundation Literacy P-12 Loddon Mallee Region
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CONTENTS

• Breakthrough Framework P 3
• Literacy Beliefs
  P 4
• Climate for Learning P
  6
• Effective Literacy in Classrooms P 7
• Gradual Release of Responsibility P 8
• Literacy Elements
  P 9
• Read Aloud
  P 10
• Shared Reading P 13
• Guided Reading
  P 17
• Independent Reading P
  21
• Quality Speaking and Listening P 26
• Write Aloud
  P 31
• Shared Writing
  P 34
• Guided Writing
  P 37
• Independent Writing P
  40
• Observation and Assessment P 44
• References
  P 47
• Resources
  P 48

Last Updated July 2009
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LITERACY BELIEFS

• All students come to school with individual
  strengths, needs and diverse literacy experiences
• Parents and the wider community are partners in
  the success of school literacy learning
• All teachers are teachers of literacy
• Extended blocks of time are essential to practice
  and apply skills and strategies, modelled by
  teachers and by other students
• Immersion in meaningful print, and access to a
  rich array of texts develops literacy learning

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LITERACY BELIEFS (CONT)

• 6. Whole class, small group and individual
  instruction, allows students to learn from
  instruction and from each other
• 7. Students become independent, experienced
  readers and writers when each day includes time
  to be read to, to read with peers and to
  undertake independent reading and writing
  challenges
• 8. Students learn literacy best when they have
  real life purposes for reading and writing

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CLIMATE FOR LEARNING

• Strong literacy learning environments provide
• students with choices, responsibilities and the
• opportunity to interact as they read, write,
  speak,
• listen and view.
• Classrooms are settings where interactive and
• individual activity takes place, supported by
• organisation and access to essential
• resources.

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EFFECTIVE LITERACY IN CLASSROOMS

• A range of literacy elements should be taught in
  classrooms each day
• High quality instruction and effective teaching
  for each student across a range of literacy
  elements
• Reflection time follows each reading and writing
  workshop. Students question, analyse and discuss
  their own and others learning
• Reading, writing, speaking, listening and viewing
  are interwoven
• Two hours uninterrupted literacy time Primary
• Focused daily instructional time Secondary

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GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
MODELLING The teacher demonstrates and explains
the literacy focus being taught. This is achieved
by thinking aloud the mental processes and
modelling the reading, writing, speaking and
listening
SHARING The teacher continues to demonstrate the
literacy focus, encouraging students to
contribute ideas and information
GUIDING The teacher provides scaffolds for
students to use the literacy focus. Teacher
provides feedback
APPLYING The teacher offers support and
encouragement when necessary
The student works independently to apply the use
of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and
peers to practise the use of the literacy focus
Students contribute ideas and begin to practise
the use of the literacy focus in whole class
situations
The student participates by actively attending to
the demonstrations
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Pearson Gallagher
Role of the student
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LITERACY ELEMENTS
SPEAKING LISTENING OBSERVATION
ASSESSMENT

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing

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READ ALOUD Description

• Reading quality literature and text to students
  is
• referred to as Read Aloud.
• Read Aloud must occur several times daily for a
• variety of instructional purposes.
• It should involve the whole class, small groups
  and
• individual students.

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READ ALOUD Classroom Indicators-
Instruction

• Student engagement is evident during text
  reading. For example, debating, imagining,
  identifying, laughing, spontaneous comment
• Teachers demonstrate reading as a valuable and
  enjoyable activity and model this
• Teachers use a variety of carefully selected
  texts to expose students to language structures,
  how texts work and how to gain meaning from
  text
• Instructional focus may be problem solving, fact
  finding, text types, analysing, inferring, author
  study

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READ ALOUD Classroom Indicators-
Resources

• Many quality texts, diverse in style, topic and
  level of difficulty, well displayed and easily
  accessible
• Examples of text may include magazines, texts and
  newspapers
• ICT, Listening Centres
• Well resourced, inviting classroom and central
  libraries
• Blocks of time scheduled for reading activity

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SHARED READING Description

• Shared Reading is whole class teaching in a
• supportive environment, using enlarged print and
• high quality text.
• Teachers select text well suited to strategic
• instruction.
• Students and teachers share the task of reading a
  
• text which might otherwise prove too challenging.
  

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SHARED READING Classroom Indicators- Instruction

• Clear instructional focus e.g.
• - Text features and structures -
  Problem-solving
• - Re-reading and self monitoring - Finding
  evidence
• Demonstration of how the reading process works
• Teaching for effective use of reading strategies
• High level questioning
• Where appropriate, teachers schedule
  opportunities to promote familiarity and
  memorisation through repeated readings
• Daily instruction 20 minutes

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SHARED READING Classroom Indicators- Instruction
(Continued)

• Using enlarged text students discover what is
  relevant to becoming a reader challenging and
  deepening thinking, questioning, self monitoring,
  self correcting, sampling, confirming
• Using enlarged text to enrich literacy
  experiences e.g. varying the way texts are
  presented to clearly emphasise enjoyment
• Using enlarged text to analyse different text
  types and styles

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SHARED READING Classroom Indicators- Resources

• Many short, enlarged print text selections
• charts short factual and narrative
• text selections e g. science experiment,
  newspaper reports, magazines and current affairs
  websites
• songs, chants, poems and rhymes
• big books all text types
• Enlarged texts and charts well displayed in
  easily accessible storage
• Interactive whiteboard, data projector overhead
  projector

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GUIDED READING Description

• The teacher and a small group of students talk,
• read and think their way purposefully through a
• common text, working collaboratively.

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GUIDED READING Classroom Indicators- Instruction

• Teachers
• group and regroup students using ongoing
  observation and assessment
• carefully plan strategic reading instruction and
  explicitly teach small groups of students
• select texts appropriate for the common
  instructional needs of the group
• promote active engagement in thoughtful group
  discussion
• Time scheduled daily - each group approx. 20
  minutes

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GUIDED READING Classroom Indicators-
Instruction (Continued)

• Students, with assistance by teacher
• engage in text orientation and activate prior
  knowledge, connections and thinking
• deepen comprehension
• develop prediction skills and understanding of
  the reading and writing processes
• use other students to help solve problems
• question ideas of the author
• ask questions a reader asks when reading

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GUIDED READING Classroom Indicators- Resources

• Adequate variety of texts in multiple copies - a
  set of 6 copies and an additional copy for the
  teacher
• Small group organisation tasks are clearly
  defined and visible e.g. management board

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INDEPENDENT READING Description

• Independent reading is central to successful
• reading development.
• Students select and read engaging and interesting
  
• material daily, independently and individually.
• They share information about what they read.

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INDEPENDENT READING Classroom Indicators-
Instruction

• Time must be scheduled daily for independent
  reading to occur. A structured take home reading
  program for all primary students is expected.
• For secondary students, a structured reading
  program is essential in addition to library
  borrowing.
• Students
• promote books to others share time is scheduled
• practice reading at home each night and a home
  and school partnership is fostered
• practice what has been taught in whole class,
  small group and individual reading activities

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INDEPENDENT READING Classroom Indications-
Instruction (Continued)

• Teachers
• act as models, promoting reading of quality
  literature and texts
• discuss and enjoy texts with individual students,
  observing what they know and can do
• provide guidance with text choice - noticing when
  students choose texts beyond their control
• guide choices to incorporate just the right
  amount of reading challenge
• monitor choice to ensure a broad range of
  successful and enjoyable reading experiences

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INDEPENDENT READING Classroom Indication-
Resources

• Classroom environments foster enjoyment, and
  appreciation of reading
• A range of high quality literature is accessible
  in classrooms, and central libraries
• Wide range of interest and difficulty levels
• School library is closely linked to classroom
  reading programs
• Partner reading arranged with peers and adults
• Well organised take home and library programs

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The teachers role changes from one of
initiating, modelling and guiding to one of
providing and then observing, acknowledging and
responding. (Mooney)
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QUALITY SPEAKING LISTENINGDescription

• Quality conversations take place with
  students daily, using focussed dialogue as the
  catalyst for teaching and learning.
• Oral language requires formal and informal
  experiences to convey and receive meaning.
• It involves the development and
  demonstration of knowledge about the appropriate
  oral language for particular audience and
  occasions.
• Speaking and listening involves whole class,
  small group and individual instruction, and
  promotes talk with and by individual students.

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QUALITY SPEAKING LISTENINGClassroom
Indicators- Instruction

• Rich, purposeful speaking and listening
  opportunities, which are both spontaneous and
  intentional, are provided so students can
  formulate and articulate ideas
• Students experience a broad range of speaking and
  listening activities e.g. public speaking,
  individual, group and whole class discussion,
  reports, interviews etc
• Talk is integral to all domains eg.
  reasoning, analysing, debating, persuading,
  explaining, and reflecting
• Vocabulary is intentionally developed to enable
  students to clearly express opinions,
  understandings and intentions

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QUALITY SPEAKING LISTENINGClassroom
Indicators- Instruction (Continued)

• Students are involved in presentations both
  formal and informal. They are aware of the range
  of contexts, purposes and audiences
• Students listen attentively to factual spoken
  texts and identify topics, retell information
  accurately, ask clarifying questions, contribute
  information and justify opinions
• The best speaking and listening behaviours are
  modelled by both students and teachers e.g. eye
  contact, intonation, expression

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QUALITY SPEAKING LISTENINGClassroom
Indicators- Instruction (Continued)

• Students give their own talks and presentations.
  They learn from and build on, the ideas of others
• Students participate in story telling experiences
• Teachers observe and use student experiences to
  initiate and develop further conversations

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QUALITY SPEAKING LISTENINGClassroom
Indicators- Resources

• Book Club and Literature Circles which require
  students to take responsibility for expressing
  opinions and guiding workshop group activities
• Organisational structures which provide speaking
  opportunities each day e.g. share/reflection
  time, conferences, readers theatre, class
  meetings
• Models of quality speaking and listening

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WRITE ALOUDDescription

• Writing Aloud occurs when a teacher writes in
  front
• of students. The teacher models techniques,
• frameworks behaviours, verbalising thinking and
  
• what is being written.
• It could involve whole class, small groups and
• individual students.
• Writing aloud increases student interest and
• motivation and develops the quality of writing.

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WRITE ALOUDClassroom Indicators- Instruction

• Teachers demonstrate writing as a valuable and
  enjoyable activity and show this through their
  own personal writing
• The text being composed can be seen by all
  students
• The teacher makes explicit what she is doing,
  both authorial and secretarial the thinking,
  ideas, content, discussion of vocabulary, format,
  layout, spacing, handwriting, spelling,
  punctuation
• Students observe the teacher in the act of
  writing
• Sessions are brief e.g. 10 minutes

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WRITE ALOUDClassroom Indicators- Resources

• Text developed is displayed and used as reference
  point
• Easel
• Chart pad
• Interactive whiteboard
• Overhead projector
• Large textas
• Chalk board

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SHARED WRITINGDescription

• Shared writing is defined as the teacher and
  the student composing writing collaboratively.
  The teacher acts as scribe and expert and makes
  decisions about where students may scribe.
• The teacher enables, supports and
  encourages. They invite students to participate
  and enjoy writing experiences they might not be
  able to do on their own.
• Writing is negotiated, discussed, and
  jointly decided by students and the teacher.

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SHARED WRITINGClassroom Indicators- Instruction

• Planned and explicit focus in writing skills and
  strategies is based on student needs across the
  domains
• Teachers leads students to develop more complex
  ideas and language and foster their critical
  awareness as writers
• Teachers scaffold the learning
• Teachers lead students to make explicit what they
  are doing- the thinking, format, layout, spacing,
  handwriting, spelling, punctuation and discussion
  of vocabulary
• Sessions are brief e.g. 15 minutes daily

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SHARED WRITINGClassroom Indicators- Resources

• Text developed is displayed and used as reference
  point
• Easel
• Chart pad
• Interactive whiteboard
• Overhead projector
• Large textas
• Chalk board

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GUIDED WRITING Description

• The teacher facilitates writing with a group of
• students of similar needs. Students are observed
• closely and write with the scaffolded support of
  the
• teacher. Students do the writing.
• Students receive explicit instruction and
  feedback.
• They are guided to write more complex texts than
• would usually be written independently.
• Guided writing extends the thinking of students
  and
• generally builds on the instruction of Shared
• Writing.

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GUIDED WRITINGClassroom Indicators- Instruction

• Scheduled within writing workshop
• Students are given opportunities for choice and
  decision making
• Teachers suggest, support and assist students to
  clarify their ideas and understandings as writers
  
• Teachers
• model questions that help the writer to clarify
• expect students to begin asking similar questions
  of each other
• expect student to eventually ask questions of
  themselves
• Teachers confer with individual students about
  their writing

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GUIDED WRITINGClassroom Indicators-Resources

• References e.g. charts, writing samples,
  dictionaries
• Students have access to a variety of writing
  supplies variety of paper, books, markers,
  pencils, crayons, and well resourced publishing
  centres
• Information about authors
• Computers
• Quality literature and texts used as models for
  writing - print rich classrooms

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INDEPENDENT WRITING Description

• Independent writing focuses on students taking
• charge of their own writing. Students apply
• understandings, processes and strategies learnt
• through supported teaching elements.
• It builds fluency, establishes the writing habit,
  
• makes personal connections, explores meanings,
• promotes critical thinking and encourages the
• writer to use writing as a natural, pleasurable,
• self chosen activity.

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INDEPENDENT WRITINGClassroom Indicators-
Instruction

• Students may choose their own topics, draft,
  revise, edit and sometimes publish their own
  writing
• Students take risks and have responsibility for
  working through challenges and problem solving
• Students refer to previous instruction in writing
  skills and strategies, and this experience is
  evident when they write

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INDEPENDENT WRITINGClassroom Indicators-
Instruction (continued)

• Organisation for peer and teacher conferencing is
  evident
• Writing occurs across the curriculum, in a
  variety of text types and for real life purposes
• Spelling attempts are viewed as not incorrect but
  incomplete

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INDEPENDENT WRITINGClassroom Indicators-
Resources

• References e.g. charts, writing examples,
  dictionaries, books, internet
• Students have access to a variety of writing
  supplies variety of paper, books, markers,
  pencils, crayons, and well resourced publishing
  centres
• Information about authors
• Computers- word processing investigation
• Quality literature and texts are used as models
  for writing - print rich classrooms

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OBSERVATION ASSESSMENTDescription

• Assessment is the ongoing process of gathering,
• analysing and reflecting on evidence to make
• informed and consistent judgements to improve
• future student learning.
• Systematic observations and data are regularly
• gathered and used to build a profile of student
• progress.
• Ongoing assessment and observation is not
• confined to scheduled literacy activities.

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OBSERVATION ASSESSMENTClassroom Indicators-
Instruction

• Teachers use evidence of student learning to
  determine starting points and make judgements on
  student achievement
• Teacher and students discuss achievement and
  future direction of learning
• Students reflect on, analyse and monitor their
  own progress
• Teachers can clearly articulate student progress
  in discussions with parents and other teachers

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OBSERVATION ASSESSMENTClassroom Indicators-
Instruction (continued)

• Student progress is tracked and closely
  monitored. Common school-wide assessment
  procedures are in place
• Portfolios and student profiles may be kept for
  each student
• Written records of reading behaviour (e.g.Running
  Records for students in the earlier phases of
  reading development) are used to make decisions
  about text choice (level of difficulty) and the
  important teaching decisions to be made for each
  student

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REFERENCES

• Breakthrough Fullan Hill and Crevola
• Literacy Teaching and Learning in Victorian
  Schools Paper No 9
• Teaching for Comprehending and Fluency
  Fountas and Pinnell
• Guided Reading Fountas and Pinnell
• Conversations Regie Routman
• Invitations Regie Routman
• Western Australia First Steps Second Edition
• Effective Literacy Practice 1-4 and 5-8 NZ
  Ministry of Education
• Victorian Essential Learning Standards DEECD
• Language Enhancement Manual Loddon Mallee
  Region
• Reading in Junior Classes NZ Ministry
  of Education
• Reading for Life NZ
  Ministry of Education
• Dancing With the Pen NZ Ministry
  of Education
• Reading To With and By Children Margaret E
  Mooney
• www.education.vic.gov.au/studentlearning/teachingr
  esources/english/literacy/default.htm

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RESOURCES

• NAPLAN resources www.vcaa.vic.edu.au/prep10/naplan
  /index.html
• AIM resources www.vcaa.vic.edu.au/prep10/aim/aim
  index2.html
• Catching on to Comprehension Pearson
• A Teachers Guide to Genre Ridge
• Strategies to Engage the Mind of the Learner
  Billmeyer
• Skyrider Shared Reading Kit NZ
• Listening Post Blackline Masters Upper Primary
  and Middle Primary Rigby
• Developmental Reading Assessment - Kits A and B
• WRAP - Writing and Reading Assessment Profile

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