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Quality Literacy Teaching Literacy is everyone’s business. www.decs.sa.au/literacy. Quality Literacy Teaching. You don't change performance without changing the instructional core. Elmore 2004 Quality literacy teaching is the responsibility of all educators

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quality literacy teaching
Quality Literacy Teaching

You don't change performance without changing the instructional core.Elmore 2004

  • Quality literacy teaching is the responsibility of all educators
  • Quality literacy teachers works to ensure that learners have the language and literacy skills needed for success across the curriculum and beyond.

DECS Literacy SecretariatLiteracy is everyone’s business

teacher effectiveness
Teacher Effectiveness

Research consistently shows that the greatest effect on learner achievement is the quality of teaching.

Teachers can and do make a difference on a daily basis to the achievement of learners, regardless of the context and constraints.

DECS Literacy SecretariatLiteracy is everyone’s business

what do quality teachers do
What do quality teachers do?

Quality literacy teachers works to provide:

  • Differentiated, explicit and effective teaching targeted to the needs of learners
  • Planned and sequential development of literacy skills and understandings
  • Consistent and high quality enactment of whole site literacy agreements across all areas of the curriculum and levels of schooling

DECS Literacy SecretariatLiteracy is everyone’s business

explicit and balanced
Explicit and balanced
  • Literacy research indicates that integrated literacy instruction explicitly taught across all levels of schooling and curriculum areas leads to improved literacy outcomes
  • A minimum time allocation of 300 minutes each week of explicit literacy instruction has been established for R-7 students. This allocation will be in place by 2012 for students in years 4 – 7 and by 2013 for students in R – year 3.

DECS Literacy SecretariatLiteracy is everyone’s business

explicit teaching
Explicit Teaching

Explicit teaching “is instruction that is concrete and visible. The teacher explains new concepts and strategies in clear and concise language. Explicit instruction involves modeling and explaining concepts and skills using many examples. Teachers provide a high level of support as students practice and apply newly learned concepts.”

Leading for Reading Success: An Introductory Guide for Reading First Coaches, 2005

DECS Literacy SecretariatLiteracy is everyone’s business

national teacher quality agenda
National Teacher Quality Agenda

Professional knowledge:

  • Know their learners and how they learn
  • Know the literacy content and how to teach it

Professional practice:

  • Plan for and implement effective literacy teaching and learning
  • Create and maintain safe and supportive learning environments
  • Assess, provide feedback and report on literacy learning

Professional engagement:

  • Engage in professional learning and reflection.
  • Contribute to the site and professional community.

DECS Literacy SecretariatLiteracy is everyone’s business

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and practice

DECS Literacy SecretariatLiteracy is everyone’s business

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The Strategic Teaching Model -Creating a Culture of Literacy: A Guide for Middle and High School Principals, (2005). National Association of Secondary Principals.

DECS Literacy SecretariatLiteracy is everyone’s business

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Fluency

Automatic word recognition

Prosody

Chunking/phrasing

Sight words

Knowledge of orthography

Context (syntactic and semantic) cues

Affective

Motivation

Attention

Interests

PhonologicalAwareness

Rhyming

Syllables

Blending

Segmenting

Phoneme manipulation

Phonics

Decoding

Synthetic

Analytic

Word families

Comprehension

Concepts about print

Purpose for reading

Strategy knowledge

Text structure

Use of strategies

Comprehension monitoring

Cognitive correlates

Auditory processing

Rapid automatised naming

Working memory

Long term memory

Context

Teacher

Instructional materials

Readability

Appeal

Home literacy practices

Peers

School culture/climate

Wider community

Vocabulary

Listening vocabulary

Speaking vocabulary

Background knowledge

Word structures

Inclusive Model of Reading- Bell & McCallum, 2007, Handbook of Reading Assessment

Note: Shaded boxes represent the areas of reading identified by the US National Reading Panel

DECS Literacy SecretariatLiteracy is everyone’s business