LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program

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LITERACY PROFESSIONAL LEARNING RESOURCEPrimary
Schools Program

• Session 3 Structure of the Resource

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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.

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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.

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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.

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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.

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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.

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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
  childrens literacy practices for home and
  outside school activities with school learning.

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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

• TEACHING STRATEGIES
• VELS 1 2
• VELS 3
• VELS 4
• VELS 5 6

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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.

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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.

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• Activity - Explore the resource to establish
  links between key concepts, assessment and
  teaching strategies

Two tools to select from to record your findings
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Retrieval Chart
Get Retrieval Chart here
www.discover.tased.edu.au/sose/charts.htm
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Retrieval Chart
Oral Language
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Four Way Guide
Get the Four Way Guide here
Reference Tuning in with Task Cards Upper
Primary Andrea Hillbrick 2005, Curriculum
Corporation
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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
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Structure of the resource

• What new ideas has this session made you think
  about?
• Add quotes to your Little Book of Quotes.

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Structure of the resource

• How will you inform colleagues about the key
  concepts, assessment and teaching strategies?
• What tools or strategies will you use?