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EARLY READERS P-2

EARLY READERS P-2. Loddon Mallee Region. GRADUAL RELEASE OF RESPONSIBILITY. Role of the teacher. MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening.

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EARLY READERS P-2

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  1. EARLY READERS P-2 Loddon Mallee Region

  2. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations 3 Pearson & Gallagher Role of the student Turn and Talk

  3. What do teachers need to know to enable reading acquisition?

  4. Teachers need to know Teachers need to know about their students Observation skills Tools Teachers need to know what to teach – curriculum/reading acquisition/reading process in its early stages VELS What students need to learn – normal progress What reading looks like in early readers Teachers need to know how to teach The instructional approaches/elements

  5. Precision:Teachers need to know about their students • Create a mind map • Think of one student in your class or school and write down everything you know about him or her: • Socially • Emotionally • Academically • Personally Think Pair Share

  6. Precision. Knowing about your students. Knowing what to look for Knowing the best tools to use • English Online interview • Observation • Observation Survey • Running records • Conversations and observations • Other tools • Record of Oral Language / Oral Language Assessment Knowing how to use the data to drive your teaching

  7. Precision: Knowing about your students English Online interview eoifinasstsamplerpt.pdf http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishonline/default.htm What does it tell you to help start teaching? What strengths can you utilise and build on?

  8. Precision: Knowing about your students Tools • Observation Survey • obsurvey.pdf • SKMBT_75010051014360.pdf • Running records

  9. Precision: Knowing about your students Conversations and Observations: • within Independent, Guided, Shared Reading • Oral conversations, reflection, conferences • Video observation

  10. Record of Oral Language. Clay

  11. Record Of Oral Language: sample

  12. Precision: Knowing about your students • Videos What do you learn from these videos about the student? • Marilyn FLip Library for Early Reading Powerpoint\4. known words.AVI • Marilyn FLip Library for Early Reading Powerpoint\3. multiple sourcescheckingtVID00006_2.AVI • Marilyn FLip Library for Early Reading Powerpoint\5.Independent Pointing decisions- VID00008.AVI

  13. Personalisation:Teachers need to know what to teach • How do we make decisions about what to teach? Turn and Talk

  14. Personalise: Teachers need to know what to teach – curriculum/reading acquisition • Concepts about print • A few words and letters/sounds • The reading process/ reading strategies • Predict, check, confirm, self correct, search • Use of all sources of information (MSV) • Fluency development • Comprehension/Reading for Understanding • Decoding Strategies • Vocabulary Learning

  15. Personalise: Knowing what to teach Concepts about Print • Left to right – print/ words/ letters • Matching 1 to 1 • Language of print as their functions egfirst/last/letter/word/ first letter/ sound/ name, full stop/question mark/picture etc..

  16. Personalise: Knowing what to teach Knowing a few words and letters = points of certainty My boat is little. Tom and Dad looked for the ball. Zahlia Book introduction.MP4

  17. Personalise: Knowing what to teach • The reading process/ reading strategies • Predict, check, confirm, self correct • Use of all sources of information (MSV) • Readers bring to their reading their knowledge of language and of the world and their knowledge of how to use sources of information in text, and they make sense of the ideas and information in the text accordingly. Effective Literacy Practice in Years 1-4 p37 • http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

  18. There are three cueing systems. We use all three simultaneously. Meaning Does it sound right? Structure Does it make sense? understanding the author’s message Visual Does it look right?

  19. Personalise: Knowing what to teach Fluency development • Rate, expression, phrasing (including using the punctuation) and its influence on comprehension (Clay & Snowball) • Shifts might be ---- pointing/ mostly not pointing, reading some phrases/ more phrasing/ using punctuation/ fluent+phrased+expressive)

  20. Personalise: Knowing what to teach Comprehension • Predicting • Using test structures and features • Visualising • Asking questions • Summarising • Thinking aloud Turn and Talk

  21. Personalise: Knowing what to teach Decoding Strategies • VELS • Key Characteristics of Effective Literacy Teaching for P – 2 • Fountas & Pinnell continuum • Literacy CAFE menu (Boushey & Moser) Vocabulary learning • Literacy CAFE menu (Boushey & Moser) • Hart & Risley research

  22. High frequency words • Oxford first 10 words

  23. Personalise: Book Selection • Texts must be readable (easy or instructional) • Support students to create a readable text (crucial in early stages) • Levels 1 and 2 are generally designed for students to practice the very early skills (direction, one to one, using some known words) • From Level 3 onwards comprehension can be worked on

  24. Personalise: Book Selection • Some very low level texts can have extremely difficult structures for students to predict / hold - Keep It Simple example: Whenever it rains…. • A few well chosen books and strong teaching can have students quickly into Level 3 and higher. • Reading Level 1 and 2 books for 12 months or more can give students a skewed view on what reading is about. • Individual reading has to be an achievable, enjoyable, successful experience – not a test you often, or may fail – just like a child's first attempts at language. • Ronan Book Introduction.MP4

  25. Professional Learning:Teachers need to know how to teach What do we need to know?

  26. Effective literacy teachers of EARLY READING • use students’ oral language competencies as the starting point for teaching reading and writing • teach English language and conventions using relevant and authentic texts and contexts • engage students in speaking and listening tasks in English to consolidate and expand student understanding of the social and learning contexts and purposes for which English is used - telling a personal story, responding to and asking simple questions, retelling stories, listening to stories, giving and following simple instructions, participating in social interactions • teach phonological knowledge and phonemic awareness –awareness of the sounds in spoken language including individual sounds within words • teach reading of a range of simple texts, including multimedia texts–comprehension of texts; including prediction based on semantic and syntactic information, identifying the storyline, the use of pictures, vocabulary, fluency and letters-sound relationships (phonics) • teach early concepts about print in reading and writing including spatial and directional conventions of writing, one-to-one matching, concept of a word and a letter and locating initial and final letters • teach writing –composition of brief texts about topics of personal interest in print and digital settings, introducing basic punctuation including full stops and capital letters, the formation of upper and lower case letters, spelling of frequently used vocabulary and strategies to attempting to spell words by writing one or more of the letters in words and matching letters with their common sounds. Key Characteristics of Effective Literacy Teaching P-6, DEECD

  27. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

  28. Knowing the instructional elements • Read Aloud– involves the whole class listening to a text read aloud by the teacher. The teacher models skilled reading behaviour, enjoyment and interest in a range of different styles of writing and types of text • Shared reading –involves teacher and students working together using an enlarged text. The text can be used to demonstrate the reading process to students or to demonstrate how texts work (e.g. concepts about print and organisational features) • Guided Reading –involves the teacher guiding students as they read, talk and think their way through a text • Independent reading –involves students selecting and reading texts of interest • Language Experience –illustrates the powerful relationship between spoken language, written language and reading in English.

  29. Personalise: Putting it all together • When you think about the skills and strategies that early readers need to acquire, what do we need to do as teachers support them? • How do we support a student in Levels 1 to 5? How do we support them to move into Levels 6 to 12? • Think about a Prep student on Level 4 in September, and a Year 1 student on Level 4 in July. How do we support them as early readers?

  30. Professional Learning • What do you need to know more about? How will you achieve this? • What do the teachers at your school need to know more about? How will you achieve this?

  31. References • Breakthrough • Fullan Hill and Crevola • Literacy Lessons Designed for Individuals • Marie M Clay • Key Characteristics of Effective Literacy Teaching P-6 • Department of Education and Early Childhood Victoriahttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf • Teaching for Comprehending and Fluency • Fountas and Pinnell • Guided Reading • Fountas and Pinnell • Effective Literacy Practice 1-4 and 5-8 • NZ Ministry of Education • Victorian Essential Learning Standards DEECD • www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm

  32. Feedback Place your dot on the continuum to indicate how useful this module has been to you: • as a coordinator? • as a classroom teacher?

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