Literacy Cluster Meeting

Session 2

Tuesday 8 JuneLiteracy facilitator - Debbie Martinwww.debbiemartin.wikispaces.com

Today’s Purpose

• To imbed the NZC Reading and Writing National Standards across the curriculum

9.00am to 3.00pm literacy

Success Criteria• To share ideas and resources

• To explore and develop shared expectations about -early literacy acquisition -progression of skills and strategies -seen and unseen texts - using running records formatively -opportunities that texts provide

• To create a “Child speak” learning intention

• To explore some E-learning internet sites

Professional Learning Modules

Effective

Practice

Building Effective

Partnerships

Knowledge of the

Learner……………………Meeting the

needs of English

Language Learners

Knowledge of Learning in Literacy

Establishing Shared

Expectations

Instructional Strategies

Engaging Learners

with Texts

Share one, get one

• What has happened in your school towards implementing National Standards since the last session?

• Have you created or found any resources to support your work with effective literacy practice?

• How do these resources align with National Standards?

Theory that underpins literacy learning

With a partner;

• Read and discuss the statements

• Write a summary statement to share with the group

• As a group write a summary statement

Structure of Literacy Learning Progressions (LLP)• P.8 LLP• First paragraph - Reading/Writing demands of

text and task• Second paragraph - Shifts in students

expertise• First set of bullet points - Expertise and

attitude• Second set of bullet points - Specific skills and

items of knowledge

Literacy Learning Progressions

Envelopes• Order the statements from Magenta to Blue

(yellow paper) and from Green to 8 1/2 - 9 1/2 years (blue paper)

• Notice the key words you used as clues• Check against LLP

LLP Year 1 to Year 4 (Handout)• Highlight key words in the second paragraph -

shifts• What do you notice about the shifts?

After 1 Year - LLP indicators

1 2 3 4 5 6 7 8 9 10 When students at this level read, respond to, and think critically about texts, they:

D T

• understand tha t we rea d to get me aning

• conf iden tly approach cha lle nges in the ir read ing and pers evere when th ey are hav ing d if f icul t ies, becaus e th ey know how to prob lem -solve

D T

D T

D T

D I

• mon itor their ow n read ing and se lf- correct where necessary, using stra tegies such as re - runn ing text or check ing furthe r sources of in format ion

D T

D I

D I

D M

• use a var iety of comprehens ion strateg ies to interpret and respond to a range of t exts.

“Child Speak” Learning intentions

• Use “child language” and “language of the classroom”

• Keep learning intentions simple and short

• Save the detail for the success criteria

• Remove context and task

NZC and LLP Child Speak Rubric• Match headings to indicators e.g. comprehension, decoding• Group LLP indicators - global/big picture or more specialized

(sitting within the global indicators)• Which indicator is going to make the most difference to

student achievement for the child in the running record?• Select your preferred “Child speak”template• Reword the indicator into a ‘child speak’ learning intention• Add success criteria• View texts. What opportunities do these texts provide?

Shared ExpectationsWhat currently informs our expectations for reading and

writing?Task• Add school expectations to the Comparison Sheet

With a partner;• Share how your school tracks reading and writing• View and critique a range of tracking templates• Add Post Its to each sheet - Positives Negatives Interesting

features

• Share with Group

Student names

Standard Curriculum level

Key word

After 1 Year 1 within

After 2 Year 1 at

After 3 Year 2 towards

James (Yr 5) By the end of Year 4

2 at

By the end of Year 5

3 towards

By the end of Year 6

3 at

By the end of Year 7

4 towards

By the end of Year 8

4 at

Seen/unseen texts

• Read the quotes

• Highlight the main ideas

With a partner;

• Discuss the statements

• When is a seen text appropriate?

• When is an unseen text appropriate?

Running Records

• Compare the two running records

• What can Child 1 and Child 2 do?

• What are the next teaching steps for Child 1 and Child 2 (refer to LLP - red level)

ELEARNING BYTE

Elearning activities to support literacy for juniors

Where to from here?

Keep doing

Stop doing

Start doing