Session 3 presentation - Department of Education and Early

Report
LITERACY PROFESSIONAL
LEARNING RESOURCE
Primary Schools Program
Session 3: Structure of the Resource
Session 3 (Day 1) aims to:
• deepen literacy knowledge and
understanding
• provide opportunities to explore the
structure and content of the resource
• establish links between key concepts,
assessment and teaching strategies.
Four premises for effective teaching
of literacy
Evidence based research findings suggest
that teachers should:
•
•
•
•
plan for time on task
plan to teach phonics
have balance in their programs
make connections across the areas
and in and out of school practices.
Plan for time on task
Research shows that the time children spend
reading and writing affects the acquisition of
literacy skills. While the research is divided
on the most effective ways to organise time to
promote student interest in reading in addition
to skills – from the implementation of singular
focused literacy hours or simply time and
activities across the day – the allocation of
substantial time is a starting point.
Plan to teach phonics
It is important at some stage in reading
development for children to have
knowledge of phonics. The research is
divided on the form of phonics
instruction and the timing of such
instruction. However, teachers should
be developing programs that incorporate
sound and letter association from an
early stage.
Have balance in programs
Effective literacy programs, particularly
for the early years, have balance in
instructional approaches incorporating
phonics, and reading and composing
text. Balanced programs enhance
interest in reading for students while
improving literacy skills.
Make connections across the areas and
in and out of school practices
Teachers need to support literacy
practices across different discipline
areas and link the children’s literacy
practices for home and outside school
activities with school learning.
This resource connects key concepts of literacy
learning, effective assessment and selection of
powerful teaching strategies.
KEY CONCEPT
VELS 1 & 2
VELS 3
VELS 4
VELS 5 & 6
KEY CONCEPT
VELS 1 & 2
VELS
3
TEACHING STRATEGIES
VELS 4
VELS 1 & 2
VELS 5 &6
VELS 3
VELS 4
VELS 5 & 6
ASSESSMENT
VELS 1 & 2
VELS 3
VELS 4
VELS 5 & 6
Key concepts, teaching strategies and
assessment
Teachers are encouraged to explore
literacy beyond the year levels of their
students because learning literacy is a
developmental process that lasts all the
years of schooling and there will be a
diversity of student needs within each
classroom.
Key concepts, teaching strategies and
assessment
The networked nature of the resource
allows you to enter from any point and
navigate around the resource according
to your needs.
Activity - Explore the resource to
establish links between key concepts,
assessment and teaching strategies
Two tools to
select from to
record your findings
Retrieval Chart
Key
concept
Teaching
Strategies
Assessment
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Get Retrieval Chart here
www.discover.tased.edu.au/sose/charts.htm
Research/
Models
Retrieval Chart
Key
concept
Oral Language
Teaching
Strategies
Research/
Models
Assessment
Level 1
Early language
development –
before school
Language
Experience
Tell Me
Wells
Level 2
Early language
development –
before school
Language
Experience
Tell Me
Wells
Level 3
Speaking and
listening
-
Speaking and
listening
Munro
Level 4
Level 5
Level 6
Four Way Guide
Get the Four Way Guide here
Reference: ‘Tuning in with Task Cards – Upper Primary’ Andrea Hillbrick 2005, Curriculum Corporation
Activity - Spin and Share
Using a spinner, share something you
have learnt.
A great teaching strategy
to share
facts/opinions about
a text
Get the spinner here
Structure of the resource
What new ideas has this session made
you think about?
Add quotes to your ‘Little Book of
Quotes’.
Structure of the resource
How will you inform colleagues about
the key concepts, assessment and
teaching strategies?
What tools or strategies will you use?

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