Foundation Literacy P-12 Loddon Mallee Region. CONTENTS . Breakthrough Framework P 3 Literacy Beliefs P 4 Climate for Learning P 6 Effective Literacy in Classrooms P 7
Loddon Mallee Region
Last Updated July 2009 2
Appropriate Pedagogical experiences
Readiness to learn
Focused daily learning of teachers individually and collectively
Breakthrough- Fullan,Hill & Crevola
6. Whole class, small group and individual instruction, allows students to learn from instruction and from each other
7. Students become independent, experienced readers and writers when each day includes time to be read to, to read with peers and to undertake independent reading and writing challenges
8. Students learn literacy best when they have real life purposes for reading and writing
Strong literacy learning environments provide
students with choices, responsibilities and the
opportunity to interact as they read, write, speak,
listen and view.
Classrooms are settings where interactive and
individual activity takes place, supported by
organisation and access to essential
Role of the teacher
The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations
The student participates by actively attending to the demonstrations
Pearson & Gallagher
Role of the student
SPEAKING & LISTENING
Reading quality literature and text to students is
referred to as “Read Aloud”.
Read Aloud must occur several times daily for a
variety of instructional purposes.
It should involve the whole class, small groups and
Shared Reading is whole class teaching in a
supportive environment, using enlarged print and
high quality text.
Teachers select text well suited to strategic
Students and teachers share the task of reading a
text which might otherwise prove too challenging.
- Text features and structures - Problem-solving
- Re-reading and self monitoring - Finding evidence
The teacher and a small group of students talk,
read and think their way purposefully through a
common text, working collaboratively.
Independent reading is central to successful
Students select and read engaging and interesting
material daily, independently and individually.
They share information about what they read.
Time must be scheduled daily for independent reading to occur. A structured take home reading program for all primary students is expected.
For secondary students, a structured reading program is essential in addition to library borrowing.
The teacher’s role changes from one of initiating, modelling and guiding to one of providing and then observing, acknowledging and responding. (Mooney)
Quality conversations take place with students daily, using focussed dialogue as the catalyst for teaching and learning.
Oral language requires formal and informal experiences to convey and receive meaning.
It involves the development and demonstration of knowledge about the appropriate oral language for particular audience and occasions.
Speaking and listening involves whole class, small group and individual instruction, and promotes talk with and by individual students.
Writing Aloud occurs when a teacher writes in front
of students. The teacher models techniques,
frameworks & behaviours, verbalising thinking and
what is being written.
It could involve whole class, small groups and
Writing aloud increases student interest and
motivation and develops the quality of writing.
Shared writing is defined as the teacher and the student composing writing collaboratively. The teacher acts as scribe and expert and makes decisions about where students may scribe.
The teacher enables, supports and encourages. They invite students to participate and enjoy writing experiences they might not be able to do on their own.
Writing is negotiated, discussed, and jointly decided by students and the teacher.
The teacher facilitates writing with a group of
students of similar needs. Students are observed
closely and write with the scaffolded support of the
teacher. Students do the writing.
Students receive explicit instruction and feedback.
They are guided to write more complex texts than
would usually be written independently.
Guided writing extends the thinking of students and
generally builds on the instruction of Shared
Independent writing focuses on students taking
charge of their own writing. Students apply
understandings, processes and strategies learnt
through supported teaching elements.
It builds fluency, establishes the writing habit,
makes personal connections, explores meanings,
promotes critical thinking and encourages the
writer to use writing as a natural, pleasurable,
self chosen activity.
Assessment is the ongoing process of gathering,
analysing and reflecting on evidence to make
informed and consistent judgements to improve
future student learning.
Systematic observations and data are regularly
gathered and used to build a profile of student
Ongoing assessment and observation is not
confined to scheduled literacy activities.