1 early career teacher induction: literacy middle years workshop 2 literacy teaching and the four...
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Early career teacher induction:
Literacy middle yearsWorkshop 2
Literacy teaching and the four resources framework
Workshop 2Early career teacher induction: Literacy middle years
Outcomes: Workshop 2
• understanding of a variety of appropriate resources and materials that engage studentsand support their learning
• understanding of the nature of the increasing technical and subject specific syllabus demands required of students in Stages 3 and 4
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Professional teaching
standards NSW Institute of teachers
6.2.3 Engage in professional development to extend and refine teaching and learning practices
6.2.8 Demonstrate knowledge of the application of relevant policy documents in schools
3.2.4 Select, develop and use a variety of appropriate resources and materials that engage students and support their learning.
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Middle years: from ‘learning to read’ to
‘reading to learn’Increased emphasis on independent reading
and research requires explicit teaching about:
• reading for meaning• using steps of the information process• unpacking dense, technical language of
expository textand reference books
• adjusting reading rate to purpose• understanding and using graphic, written and
visual text4Workshop 2
Early career teacher induction: Literacy middle years
Middle years: increase in subject
- specific literacy• The language required by different subject
areas is often specific to the subject.
• Consider how the word ‘figure’ has different meanings in different subjects.
• Literacy is best taught explicitly within and alongside the teaching of content in the KLA.
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Middle years: independent learning,
study& organisational skills
Adolescents may require explicit teaching and support about
• setting up and following a timetable for school or home use
• how to use the library, the internet, a reference book
• how to study for different subjects
• how to make notes
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Middle years: moving towards more technical
writing All teachers of Years 5-9 students need to
reflect high expectations about the quality and quantity of student writing.
• All subjects should provide opportunity for extended responses e.g. essay writing.
• Allow time in class for students to write at least one aspect of an extended response.
• Demonstrate how to add technicality.
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Research on adolescents’
literacy achievements
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National assessment program: literacy and numeracy (NAPLAN)
In NAPLAN, literacy includes:• language Conventions (which comprises
spelling, grammar and punctuation).• writing • reading
Numeracy comprises:• number • algebra, function and pattern • space • measurement, chance and data.
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NAPLAN: whose responsibility?
• NAPLAN information will be relevant to teachers to ensure student achievement of syllabus standards
Literacy K-12 policy:• 1.2.6 Teachers K-12, across all key learning
areas, are responsible for the teaching and learning of literacy skills, knowledge and understandings.
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Early career teacher induction: Literacy middle years
SMART data
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Literacy teaching in NSW
All teachers are responsible for developing and implementing an explicit and systematic, balanced and integrated approach to the teaching of literacy
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Literacy teaching in NSWKey messages:All teachers are teachers of literacy.Literacy is required by Board of Studies syllabus
documents.Literacy is best learned through an explicit,
systematic, balanced and integrated approach.The Four Resources Framework provides a
consistent approach across KLAs and stages.The NSW Quality Teaching model focuses
discussion and reflection on planning, teaching and assessing.
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The Four Literacy Resources
– code breaking– meaning making– text using– text analysing
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Technical language “… an astronomical observatory for
marking significant events on the prehistoric calendar.”
Technical vocabulary: astronomical, observatory, prehistoric
Grammatical structure: one long noun group including 2 phrases
Polysyllabic wordsNominalisation: e.g. “The original
construction was…”: replaces: “It was originally constructed…”
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Literacy learning experiences
Share a quick overview of a unit you are currently teaching, or plan to teach.
Prepare information about the learning experience to share with others in the group.
1. Describe the learning experience2. At what point in a unit of work would you use this
learning experience? 3. Why would you use this learning experience?4. How would you support students to complete the
task?
Think about how the literacy learning experience you have been given could be used to support student learning.
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