LITERACY PROFESSIONAL

LEARNING RESOURCEPrimary Schools Program

Session 1: Overview of the Resource

Aims of the program

• to deepen literacy knowledge and understanding

• to provide opportunities to explore the Literacy Professional Learning Resource

• to build the capacity of literacy leaders to work with professional learning teams

Key symbols

An opportunity to work with colleagues to explore an aspect of the resource

Time allocated to work on tasks

An idea you may wish to try

Key messages

A third column- reference the resource

Activity - Double Entry JournalDouble entry journal is a way to record information when exploring the resource. You can record key messages from the resource and tools/strategies to use to share this information with your colleagues.

Literacy knowledge and understanding

Tools/strategies to use with staff – individuals, groups and as a whole

Eg. Four Resources Model – Luke & Freebody

Eg. Use a Y chart to explore with your staff what the model looks, sounds and feels like in a classroom.

http://www.sdcoe.k12.ca.us/SCORE/actbank/tdentry.htm

Sessions 1-3 (Day 1) aim to:

• explore an overview of the resource

• link theories to practice

• explore the structure and content:

- key concepts

- teaching strategies

- assessment

Sessions 4-6 (Day 2) aim to:

• explore professional learning opportunities for whole staff, professional learning teams and individuals

• investigate the resource with an explicit focus

• develop a goal and implementation plan for your school.

About the resource

This resource is for:• all classroom teachers to deepen their

understanding of literacy. This will inform their planning for literacy learning and assessment for all domains of the Victorian Essential Learning Standards

• literacy leaders in schools to plan opportunities for professional learning for the whole staff, in professional learning teams and/or for individual teachers.

About the resource cont…

The resource will grow and develop over time in response to the latest research findings and feedback from practising teachers.

Also linked from theCommunication

domain Page

Website

www.education.vic.gov.au/studentlearning/teachingresources/english/default.htm

Key messages

Students’ oral language is the foundation for:

• learning to use language

• using language to learn across all stages of schooling and within all domains.

Key messages

A range of theories and research is required to best support all students to improve literacy.

Key messages

Every teacher is a teacher of literacy.

‘Split screen thinking’

LITERACYCommunicatio

n

Thinking Processe

s

Personal Learning

http://www.guyclaxton.com/documents/New/BERA%20Keynote%20Final.pdf

‘Split screen thinking’

LITERACY

PERSONAL LEARNING

Mindful of themselves as learners

How emotions affect learning

Develop skills in planning, monitoring and revising

Reflecting on and modifying their learning practices

‘Split screen thinking’

LITERACY

COMMUNICATION

Forms, language and conventions used in different

contexts

Language and discourse differ across the curriculum

Effectively present information, ideas and opinions in a range

of forms

‘Split screen thinking’

LITERACY

THINKING PROCESSESS

Thinking validates existing knowledge and enables individuals to create new knowledge

and build ideas and create connections

between them

Key messages

A balanced and integrated approach to teaching literacy is essential.

Key messages

Assessment is the beginning place for supporting literacy through matching teaching strategies to individual students’ needs.

Three purposes of assessment

Assessment OFOF learning(summative)

Assessment FORFOR learning (formative)

Assessment ASAS learning(formative)

The learner at the centre

Student Learning Whole School Self Assessment Tool

www.education.vic.gov.au/studentlearning/curriculum/preptoyear10/schoolassessment/default.htm

The learner at the centre

Consider the element ‘Learner at the Centre’ on the whole school self assessment tool and identify which level your school is at in relation

to ‘literacy learning’.

OUR EDUCATIVE PURPOSE

What is powerful to

learn?

VictorianEssential Learning

Standards

What is powerful learning and

what promotes it?

Principles ofLearning

and Teaching P-12

LEARNER

How do we know it has been learnt?

Assessment Advice

Who do we report to?

StudentsParents

ColleaguesSchoolSystem

Assessto

match needs

Balanced and

integrated approach

Teacher of literacy - all

Range oftheorists/ research

Oral language- foundation

learning

Keymessages

Discuss and reflect on the key messages

Key messages

• students’ oral language is the foundation for learning to use language and using language to learn across the stages of schooling and within all domains

• a range of theories and research are required to best support all students to improve literacy

• every teacher is a teacher of literacy• a balanced and integrated approach to teaching

literacy is essential• assessment is the foundation for supporting literacy

learning through matching teaching strategies to individual student needs by placing the learner at the centre of curriculum planning.

Activity - Wondering Wall

What are your questions about the Literacy Professional Learning Resource?

Create a brick for the ‘Wondering Wall’.

Reference: Tony Ryan

http://www.tonyryan.com.au/cms/files/PDF's/mindlinks_all.pdf

How will the resource help me plan my program?

Does the resource include

assessment ideas?

What is the current thinking

about oral language?

Does the resource link to

the English Continuum?

Are there practical ideas?

Wondering Wall

Activity - Word Splash

VELS Level 4 Teaching Strategy

Activity - Word Splash

What are your predictions about the content

of the resource?

www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Literacy_Teaching_and_Learning_Paper_9-rpt-v1.00-20060831.pdf

The purpose of the resource is to provide support and guidelines for effective practice for classroom

teachers and school leaders as recommended in Literacy Teaching and Learning in Victorian Schools

Paper No. 9 Part A August 2006 Introduction page 4.

Activity - Placemat

• In groups of four, read your section/s

• Jot down notes on ‘post it’ slips and attach them to the ‘individual’ section of the placemat

• As a group share your notes and record an agreed paragraph as a summary of Paper No.9 on the centre of the placemat.

Activity - Placemat

Reader 1: Introduction (p.4), Student diversity (p.25) and Pathways to literacy (p.30)

Reader 2: Effective literacy teaching (p.7-12)

Reader 3: Teaching children to read (p.12-17)

Reader 4: Building on literacy - reading and learning (p.18-24)

Get your placemat here. www.ltag.education.tas.gov.au/glossary.htm

Literacy Teaching and Learning in Victorian Schools Paper No. 9Report your understandings and consider:

• how you will inform colleagues about the key messages from Paper No. 9

• what strategies you will use.