kimberley success zones forum july, 2011. 900 students from k-12 approx 50% esl/d speakers 9...

Kununurra District High School

Kimberley Success Zones ForumJuly, 2011

900 students from K-12

Approx 50% ESL/D speakers

9 AIEOs across K-12, 3 School Based Attendance Officers

GIRN (Getting it Right Numeracy) 0.4 in Primary School

Literacy Specialist/ Deputy full time in Primary School

KDHS Context

Expert Review Group investigated KDHS in 2010 9 Prescribed Improvement Strategies from ERG,

review of planning in Term 3

District and State level: Classrooms First, Strategic Plan for Aboriginal Education

District Level: National Partnerships and School Community Agreements

School Level: Strategic and Operational planning

Classroom level: Whole school approaches, behaviour expectations, standards (e.g. uniform, attendance)

School Direction 2011 onward

Promoting First Steps Spelling Strategies and vocabulary acquisition across K-12

Providing oral feedback about the language/ dialect that students are using in order to work toward the Awareness level of Making the Jump

Two way teaching and learning in K-3

Timely identification of SAER – use of Individual Literacy Profiles

Promoting community and parent involvement in the school

Aspects of the Literacy Operational Plan

1. Guided Reading: Focus from 2009

2. ESL/D Language Bands: In the 2010 and 2011 Literacy Operational Plans

Sharing Session

Guided reading is a key instructional strategy used by teachers to assist developing readers.

Teachers support small groups of students who are reading at a similar level to read teacher-selected texts pitched at student’s instructional level.

The teacher guides or directs the readers to sections of the text to reinforce or consolidate certain skills and knowledge.

Needs to be used in conjunction with modelled and shared reading.

What is Guided Reading?

Where does Guided Reading fit?

Gradual release of responsibility

Role of

the

Teacher

Deg

ree o

f C

on

trol

Role of the Studen

t

The teacher provides the direction and

invites the students to participate.

Students contribute ideas and

information. Decision making is negotiated between

teacher and student.

The teacher demonstrates while thinking

aloud the processes

used.

Students participate by

actively attending to

the demonstratio

ns.

The teacher scaffolds help and provides support and corrective feedback.

The teacher offers support

and encouragement as necessary.

MODELLING SHARING GUIDING APPLYING

I DO YOU HELP

I DO YOU

WATCH



the demonstratio

ns.



the demonstratio

ns.



the demonstratio

ns.

Students work independently. They are in control of the ideas and the information.

Students work with help from

the teacher and peers to compose a

selected text form.

YOU DO I WATCH

YOU DO I HELP

Reading to StudentsModelled ReadingShared Reading

Guided Reading Language Experience

Book Discussion GroupsIndependent Reading

Created by Steps Professional Development© Western Australian Minister for Education: 2005

Planning for Guided ReadingSample Timetable : Upper Primary

Group 1 Lowest PM Level

2 3 4 Group 5 Highest PM Level

Session 1 GR: TeacherGUIDED BOOK

Vocab/ Comprehension Task with AIEO ROUTINE TASK

Reading Eggs/ Lexile Fwk

Independent Reading Journal based on strategy p 273 Map of DevtINDEPENDENT BOOK


Session 2 AIEO: Strategy based activityGUIDED BOOK

GR: TeacherGUIDED BOOK


Reading Eggs/ Lexile Fwk

VocabularyGuide p87 Reading Resource Book Activities p287-291 Reading Map of Devt ROUTINE TASK

Session 3 Eggs and Individual Guided with AIEOROUTINE TASK RE-READ GUIDED BOOK

Begin strategy based activityGUIDED BOOK


Vocabularyp287-291 Reading Map of Devt ROUTINE TASK

Lexile Fwk

Session 4 Vocab/ Phonics Task ROUTINE TASK PHONICS READING BLM

Complete strategy activity/ Independent comprehension GUIDED BOOK

Begin strategy based activityGUIDED BOOK


Lexile Fwk

Curriculum Framework and K-10 Syllabus: Reading

K-3 and 4-7 Literacy Program for Kimberley StudentsYear K/PP, 1, 2/3, 4/5, 6/7 Essential Skills Booklet

Refer to First Steps Reading Resource Book for information about reading strategies

Planning based on observation of student or group

needs: Diana Rigg’s Phonic and Sight Word Sequence, PM Benchmark Reading Level and First

Steps Phase of Development

Guided Reading Group Focus

Planning Documents

PROCESSES AND STRATEGIES FOCUS: REVIEWING READING STRATEGIES: Modelling and reflecting on reading strategies. For example USING THE PICTURES AS A CLUE, SOUNDING OUT THE WORD, RE-READING, USING THE PUNCTUATION TO HELP WITH EXPRESSION

CONVENTIONS FOCUS: PHONICS, SIGHT WORDS AND/OR PHONOLOGICAL AWARENESS PRACTICE : review the focus sounds or sounds identified from last week’s session or the Diana Rigg’s Phonic and Sight Word Sequence.

INTRODUCE AND TUNE INTO THE BOOK

APPLY READING STRATEGIES INDEPENDENTLY: Children move off on own or in partners (if not enough books). While the children are reading to each other, choose one child to read to you and note down the strategies that they are using on your observation grid. Guide, provide feedback and record observations.

APPLY READING STRATEGIES IN A GROUP: All meet in circle. Ask chn about tricky words that they came across and what strategies and information were used. Students take turns to read parts of the text aloud. The adult provides feedback to students, guides and prompts students to reflect on their reading and records observations about the student or group.

COMPREHENSION: Ask questions about the text.

ACTIVITY : See First Steps Reading Resource Book Chapter 3: Conventions and Chapter 4: Processes and Strategies or see book specific activity.

Implementing Guided Reading: KDHS Procedure

Checklist the graphemes that students know

Take observations about the following aspects during GR sessions

- Reading strategies that students are using - Reading strategies that students need to use - Difficult graphemes - Known conventions - Fluency and expression

Assessing reading skills in Guided Reading Sessions

James-Needs to learn ‘ow’ grapheme -Needs to attend to exclamation marks in expression - Using re-reading regularly-Sounding out CVC words easily

Multi ability levels- delivering to 4+ groups Organising books into levels (in sets of 6 or

8) Time taken to assess students

Challenges

Background behind the Guidelines for the use of Indigenous Language at KDHS

These guidelines were developed to ensure all staff have a common understanding of the principles and approaches to the teaching and use of Indigenous languages at Kununurra District High School. These guidelines are intended to support all staff to establish a systematic approach to the use of indigenous languages at KDHS in order to improve outcomes for all students. Consultation Process The following groups were involved in the consultation process to develop these guidelines:Kununurra DHS Literacy Committee 2008AEIOs & District DET RepresentativesMirima Council – liaison through Linguist KJ

Aboriginal English (AE) speakers may: AIEOs are able to discuss with and give instructions to students in

Aboriginal English / Kriol when this will assist the students’ understanding (indicate use using wristband).

AE speakers can orally translate SAE texts (print & non-print, multimedia) into Aboriginal English / Kriol – indicating to students through wristbands that they have switched languages.

AIEOs can create & read texts in Aboriginal English / Kriol (e.g. books, signs, talking books etc).

Write in Aboriginal English Non AE speakers may: Write in Aboriginal English when an AE speaker is not available to

write. The writing/ meaning needs to be checked by your AIEO when they are next in the classroom.

Copy the phrase/ oral language of AE speaking students for the purpose of providing feedback and indicating language on wrist bands.

The different roles of AE and Non-AE Speakers

Purpose:

To use language bands to provide feedback to students about the language that they are using at school.

To work toward the Awareness Level of the Making the Jump stairway.

To progress the skills of ESL/D students along the ESL/D

Progress Maps continuum of development.

Using Language Bands to provide feedback to students

Recording AE in Writing

RECORDING IN WRITING•Use the red pen/ pencil when writing in AE. Use black for SAE. •Explicitly discuss and record the AE/Kriol and SAE language feature differences when they arise. • AE speakers should be the first port of call to write in AE. If an AIEO is not available, sound out the writing as well as possible. When an AIEO is next available, ask the AIEO to check the writing to ensure that it has been written and interpreted correctly.

Aboriginal English Standard Australian English

I can go toilet. BogeyLiar (e.g. E liar Miss)E

Can I go to the toilet?showertricking, fake He/ she

Classroom displays from Kalumburu

Key messages from the session Key questions/ things to consider