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Literacy at Northcote Primary School

Linda Batten


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SFO data

Northcote PS is set in an interesting area with a changing demographic. Our parents are mainly professional and have tertiary backgrounds. We also have many parents who are musicians or artists. Our parents are very supportive of education and their children's learning as well as having very high expectations of school and being very willing to be involved in their children’s education. As well, we also have a small percentage of our population who come from a different demographic and who take up a great deal of student welfare time.


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SFO data slide


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What we did

The SIG team met and the next two Curriculum days were put aside to roll out the Literacy training.

Day one was informing staff all about the 7 High Reliability procedures

Day 2 was planning for next terms reading using the 7 HRTLP’s.


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Planning for term4 Grade 5/6

Level 4 English Reading Plan Semester 2 2008

Level 4 English Reading Plan Semester 2 Term 4 2008

Ross Bennie, Nicky McKinnon and Linda Batten

Reading Goals

To improve student learning in Reading, Writing, Speaking and Listening

To focus on the review aspect of all literacy lessons to reinforce students thinking about their learning

Context and Targets

Year 5 targets (Benchmark = 3.50)

At risk grade 5 students

By end year in Reading-

18 students currently at 3.5 will be at 3.75+

1 student at 3.75 will be at level 4+

16 students at 3.5 will be at 3.75+

3 students at 3.00 to move to 3.25

3 students at 2.75 move to 3.

1 student at 1.75 move to 2.00 as part of his Individual Learning Plan

Year 6 targets (Benchmark = 4.00)

1. At risk students- 2

2. By the end of the year in Reading- 

1 student at 2.75 currently will be at 3.25  

1 student at 3.00 to move to 3.5  

1 student at 3.25 to move to 3.75  

2 students at 3.5 to move to 4.00  

13 students at 3.75 to move to 4+ 

6 students at 4.25 to move to 4.5+

Implementation/Teaching & Learning Strategies


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Common Assessment tasks

Indicators of success (complete your reflections as the program progresses throughout the term)

Reading

7 High reliability …

Early Years Literacy Model

Guided reading / reciprocal teaching

Key into inference teaching comprehension 

Speaking and Listening

Public Speaking competition and also speech to parliament on chosen issue

Debating 

Writing

Letter writing to a local member about a local issue (local crossing zone, uneven footpaths etc)

Reading aloud as an editing process (this will encourage greater use of the 7 HRTLP’s) 

Running records on students below L30 every 6 weeks

Unseen text reading behaviours checklist Week 3

TORCH tests (those above L30)for comprehension at Week 8

Probe Comprehension assessment for those under L30

On demand testing

Torch test

Public Speaking Competition Common assessment criteria to be used by all students as they present their speeches (Grade 5’s to their class. Grade 6’s to present to all the grade 5/6 classes). The winners to represent the school at the NHS competition.

‘Speech to parliament’ on an issue which students feel passionate about using common assessment criteria. (Integration assessment task)

Moderation with set writing task.

Rubric of common assessment tasks for writing about a law 

NAPLAN results

Students attitudinal survey- positive about learning

PoLT for all grade 5/6 teachers have been very positive

Students setting individual learning goals and beginning to meet their personal targets

Students reflect on personal rubrics


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Week 1

Revise and consolidate getting the knowledge ready, in all guided reading groups (fiction and non-fiction text)

Focus on the review aspect of all literacy lessons

Public Speaking competition heats

Current Events discussions

 All students to rehearse their speech for the public speaking comp.

In Reading groups all students will be working towards automat zing their GKR

(Use money texts and Economics texts)

 Discussion about local issues and how we can make changes in our local community (i.e. Writing letters) Begin to work on drafts

 Week 2

Revise and consolidate asking questions the text will answer and paraphrasing

Public Speaking Competition

Current Events discussions 

Public Speaking comp finalists to be announced.

In reading groups all students working towards paraphrasing using synonyms.

Continue with formal letter writing steps

Week 3

Revise and consolidate vocabulary and use their Meaning Making Motor

Current Events discussions 

Begin to teach how to use MMR in all reading groups. (Linda to model)Letter writng to continue 

Debating to begin. Teach how a formal debate is conducted in parliament

Week 4

Revise and consolidate Visualising and summarising

Current Events discussions

Use all 7 HRLTP’s in reading groups 

Good copies of letters 

Begin to select debate topics

 Getting ready for Graduation

Getting ready for transition


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Week 5

Use 7 HRTLP’s in reading

Debating

Current Events discussions 

Letter writing

Use all 7 HRLTP’s in reading groups 

Good copies of letters 

Debate topics beginning

 Getting ready for Graduation

Getting ready for transition

Week 6

Use 7 HRTLP’s in reading

Debating

Current Events discussions

Letter writing 

Use all 7 HRLTP’s in reading groups 

Good copies of letters

 Debate topics continuing

 Getting ready for Graduation

Getting ready for transition

Week 7  

Use 7 HRTLP’s in reading

Current events discussions

Letter writing 

Testing and feedback to students

Students reflection in literacy using the 7 HRTLP’s

Reflection of how reading aloud has worked as an editing tool. 

Getting ready for Graduation

Getting ready for transition


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Week 8

Use 7 HRTLP’s in reading- Maintenance and practise

Current events discussions 

Getting ready for Graduation

Getting ready for transition

Grade 5/6’s work on their path through Primary School /recollections/scrapbooking folio

Week 9

Use 7 HRTLP’s in reading- Maintenance and practise

Current events discussions 

Getting ready for Graduation

Getting ready for transition

Grade 5/6’s work on their path through Primary School /recollections/scrapbooking folio

Week 10

Use 7 HRTLP’s in reading- Maintenance and practise

Current events discussions

 Getting ready for Graduation

Getting ready for transition

Grade 5/6’s work on their path through Primary School /recollections/scrapbooking folio

Week 11

Use 7 HRTLP’s in reading- Maintenance and practise

Current events discussions 

Getting ready for Graduation

Getting ready for transition

Grade 5/6’s work on their path through Primary School /recollections/scrapbooking folio


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Student Opinion

I have a slide I want to insert here but am having trouble fitting it in!!!


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A Teachers Guide

A Teachers Guide:

The Seven High Reliability Teaching and Learning Practices

To be used with your guided reading group.

The following is a guide only. Please add in features you may already use in Guided Reading groups and delete any steps not appropriate to your text. (I’ve tried to make a generic guideline that will suit most texts.)

  • Look at title of text, blurb and any bolded, italicized or highlighted words

  • Use the above information to get students to predict what the text will be about. Accept any predictions. You could write them up so they can be checked off at the end of the session.

  • Look at any illustrations and discuss them. Ask students to visualize what happened before and/or after the picture (Only if appropriate. Some texts may not have illustrations.)

  • Discuss the meanings of any unfamiliar words which may have come up in number 1. Ask students to predict what they think the words mean. This can also be recorded by the teacher or students if you wish. At this stage no one has actually read the text.

  • Ask students to form why, where, when, what, who and how questions. (The accompanying graphic organiser may assist here) These questions may be recorded on the board to check off when the text has been read.

  • Students read one or two sentences at a time. After they have read the sentence/s the students reading then paraphrases (say in their own words) what the text has meant. You may need to discuss any unfamiliar vocab as it comes up. Get students to use their knowledge of the text to work out meanings of words. (I.e. using context clues etc.) You may need to ask students to visualize a scene/the meaning of a word etc. as they are reading to help with comprehension. Visualizing also works well when students ‘freeze up’ and are unable to put a response into words. E.g. visualize and ‘think’ time.

  • Say aloud any words which students may not have seen before and do not know how to pronounce.

  • Ask anyone in the group to use KEY words to summarise what has occurred in the text at the end of every paragraph. (You will need to teach this concept first if you have not already discussed what key words are.)

  • At the end of the text, check off which questions have been answered. If the text has been finished students can then go and do comprehension activities you have planned. If you are reading a chapter at a time, the questions may not have been answered so may be referred to at the next reading.

    I encourage everyone to have a go at this or an aspect of this in the last week.

     From the lectures of Prof. John Munro by Linda Batten

    Teachers were all given a laminated copy of this guide to assist them in reading activities


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Peer Tutoring

Students from Grade 5/6 modelled the 7 High reliability procedures in other classrooms.

It was well received by teachers and made them receptive to hearing more about the 7 HRTLP’s.


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Staffroom Demonstration

After students from my class worked in classrooms to introduce the 7 High Reliability strategies to classroom teachers, I then selected a group of students (ones who were generally not expected to be the best scholars in my class!) to stay after school and demonstrate to watching staff how well they could read a totally unfamiliar text if we went through the 5 HRTLP’s. The text I used was an article from The Age designed for VCE students. The students I selected were reading at Levels 20 to 30+.


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Peer Tutoring

Students volunteered to manage a reading group in other classrooms. They practised their ‘lesson’ first and then worked with the classroom teacher to run a reading group


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Examples of posters students made for classrooms

Note the paraphrasing!

Will be inserting examples of posters the kids made


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Reading groups in Grade 5/6


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How we do asking questions the text will answer


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Each student selects a card which has the beginning of a questions which they need to complete. The question is recorded and then at the end of reading the text we see if it can be answered.


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  • Some quotes form students about how they use the 7 HRLP’s


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Where to next?


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