LET’S REVISIT WHERE WE HAVE BEEN ?

download LET’S REVISIT WHERE WE HAVE BEEN ?

of 21

  • date post

    23-Feb-2016
  • Category

    Documents

  • view

    37
  • download

    0

Embed Size (px)

description

LET’S REVISIT WHERE WE HAVE BEEN ? . Compiled by M.Siwak. Utilised the 3-6 Comprehension Continuum and the Critical Aspects of Literacy K-2 (Best Start) to assess, track, monitor and plan for students. . Starting point. - PowerPoint PPT Presentation

Transcript of LET’S REVISIT WHERE WE HAVE BEEN ?

LETS REVISIT WHERE WE HAVE BEEN ? Compiled by M.Siwak1Utilised the 3-6 Comprehension Continuum and the Critical Aspects of Literacy K-2 (Best Start) to assess, track, monitor and plan for students.

Starting point2

Plotted students on 3-6 Comprehension Continuum to develop Class Learning Plans.

Identified SMART learning goals based on Comprehension Continuum , K-6 English Syllabus and ESL Scales.

Developed IEPs for students at risk and or students identified in bottom two bands of NAPLAN .Bottom two Bands are as follows: Year 3- Bands 1 & 2 Year 5- Bands 3 & 4 3Used the Think Aloud strategy to model thinking to students.

Sir Isaac Newton developed Three Laws of motion, which describe basic rules about how the motion of physical objects change, Newton was able to define the fundamental relationship between the acceleration of an object and the total forces action upon it.4Made purpose and assessment criteria explicit to all students.

W.A.L.T = We are learning to W.I.L.F = What I am looking for T.I.B = This is because 5Students engaged in accountable conversations about texts .

6

Students engaged in slower, deeper, richer teaching of stage appropriate texts (school magazines).

7Differentiated goals, activities, content and resources to cater for a range of abilities.

8Provided opportunities for fluid and flexible groupings

9

10Incorporated word walls, interactive whiteboard technology and multimodal texts to enhance teaching.

11Utilised the Super Six metacognitive comprehension strategiesVisualisingPredictingMaking ConnectionsQuestioningMonitoringSummarising

12 Employed modelled, guided and independent teaching strategies.

Show us how !13Employed teaching and learning sequences that gradually released control to the students.

14

Utilised the Four Literacy Resources ModelCode-breakingresourcesMeaning-making resourcesText-usingresources Text-analysingresourcesReaders need access to the words on the page quickly and accurately.

Readers construct meaning using metacognitive strategies.

Readers know they are reading the text to help them learn something or achieve something.

Readers are able to make evaluative decisions /judgments about texts15Materials:Participant workbook: Understanding balanced and integrated literacy teaching: The Four Literacy Resources model.

Explain that: The Four Literacy Resources model illustrates the kinds of literacy capabilities required by students to interact with and create any print-based, spoken, visual or digital texts. The model organises literacy capabilities into four key literacy resources as shown on the slide: code-breaking, meaning-making, text-using, text-analysing. When effective literacy learners interact with texts, they draw on these four resources in an integrated way.

Key points include:it is necessary to integrate the four literacy resourcesthere is also a need to explicitly teach the various resourcesthe resources are not hierarchical or developmentally based. The acquisition of knowledge and skills is not to be considered in a linear manner.

Ask participants to: Refer to Understanding balanced and integrated literacy teaching: The Four Resources model and read through the definitions for the resources. (An introduction to quality literacy teaching p18).

Link: Well now look at explicit and systematic literacy teaching in more detail.

All students participated in guided reading sessions where texts were matched to the students ability levels. AVERAGE BENCHMARK

Early Stage 1: PM 8End of Year 1: PM 16-18End of year 2: PM 21-24Stage 2: Independent ReadersStage 3: Independent ReadersSESSIONS PER WEEK

Early Stage 1: 4-5 from Term 2Stage 1 : 4-5Stage 2: 3-4Stage 3: 3-4

(30-40 minutes per session) 16Incorporated comprehension routines within sessions.

Reciprocal TeachingLiterature CirclesQuestioning the Author17Engaged in teacher facilitated whole class reflection sessions.

18

In a nut shell .

In Term 1 we have to consolidate Phase 1 of Focus on Reading with teaching strategies, ideas and routines firmly embedded within planning and instruction.19

SMALL STEPSGive yourself permission to pace yourself as required. We are after long lasting change with Quality Teaching embedded in what we think, say and do. Do the best you can with the knowledge and the skills that you have at the time.20

Turn to someone and say something.

What resonated with you!21