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?