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.....
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
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
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
30. 30
Why is good teaching important?
Thank you! M-E Betts 20 Dec 2011
Notas del editor
9:30
Welcome to day (Welcome to country)Sympathise with being at school so late in year – would they prefer to be in QLD who will be in PL on 18, 19, 20 Jan with kids starting on 23.Explain folder contentsHandouts Resources
9:40
9:45
9:50
10:00Go back to what we were saying about what reading is?All the meaning we as adults bring to this cartoon.
10:05
10:101.2.1 already talked about balanced and integrated1.2.2 already talked about differences between learning to read (early years) and reading to learnPractice WILL LOOK DIFFERENT.
10:151.2.4 – the Four Resources model of Luke and FreebodySupporting the Literacy policy is An introduction to quality literacy practices produced in 2008 Refer to handout pg 6 - spend time looking at pages modelled and guided
10:20What is context? – how do we know?Who is audience? – how do we know?What is purpose? – how do we know?
10:25DET teaching and learning cyclePoint to where we have got to this year – reportingIdentify where we will start in T1 2012.
10:25An introduction to quality literacy teaching produced by DET in 2008 states this…
10:25Independent reading is easily left o
11:30
11:35
11:40Luke and FreebodyText decoderText participantText userText analyst
11:44
11:46
11:48
11:50In 2 mins each person is going to list daily essentials for a literacy session.In 2 mins pairs agree on list for daily lit session
11:50Added ‘with guided practice’ because did not wish anyone to think that teacher stood out the front and talked for 20 mins straight. ADD students hear first …how many words?...Task in groups will agree on what to place in each section and write in on post it notes.Bring group together at 12:10
