Literacy Progressions What do you want to know?

What is English about? Year 1 – Year 13 English is the study, use, and enjoyment of the English language and its literature, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of text forms.

Listening Reading Viewing Speaking Writing Presenting making meaning of ideas or information they receive creating meaning for themselves or others

As language is central to learning, the importance of literacy in English cannot be overstated. (New Zealand Curriculum) Success in English is fundamental to success across the curriculum. (Tapanui School Based Curriculum)

How do children become literate? What was your experience? What did literacy learning look like for you at school? What changes have you noticed? Is there anything that appears to have remained the same?

How do children become literate? Talk, talk, talk! Read Write

How do children become literate? Talk, talk, talk! Read Write Becoming literate is a complex process.

What does literacy learning look like at Tapanui School? Oral language interwoven but still with specific learning intentions and deliberate acts of teaching Reading and Writing reciprocal still also taught as separate subjects – deliberate acts of teaching with specific learning intentions guided group sessions with Teacher Shared reading and writing independent reading and writing activities also includes separate handwriting lessons spelling programme integrated into literacy programme

First couple of years of school building on what they bring to school Laying the literacy foundation lots of oral language extending vocab refining ability to distinguish sounds in spoken words use talk to organise and clarify their ideas/offer opinions and responses increasing understanding of grammatical structure confidence in listening and talking asking questions recount an experience or retell story

First couple of years of school Reading introducing and developing effective reading processing systems and comprehension strategies introducing and developing knowledge of letters and sounds basic concepts about print reading in phrases – fluently use the known to get to the unknown automatically recognise bank of high frequency words

Further Progressions for Reading Beginning to use texts to meet the demands of learning across the curriculum integrating and using a variety of strategies to support comprehension Reading for sustained periods and longer texts over time maintaining meaning – often silent reading automatic recall of all high frequency words using a variety of decoding strategies simultaneously on unknown words Multiple meanings of the same word – synonyms Prefixes, suffix, root word knowledge and meaning figures of speech – link to oral language greater understanding of features and purposes of different text types

And More Progressions for Reading Using their reading as an interactive tool for learning across the curriculum Increasing control and independence in selecting strategies as they read Regularly reading for sustained periods, over many days in longer texts identifying and reflecting on the writer’s purpose and the way they use language eg scene, character, mood decoding texts fluently and accurately finding and learning meanings of unknown words in a variety of ways figurative and literal meanings interpreting illustrations, photographs, diagrams, maps, charts etc

Levels 1 to 3 – a progression Writing Exemplar 1i – wiggly tooth Exemplar 1i Exemplar 1i – My Dad Exemplar 1i Exemplar 1ii – My Mum Exemplar 1ii Exemplar 1iii – My Dad’s name is Crash Exemplar 1iii Exemplar 2 – The Caretaker Exemplar 2 Exemplar 2 – My Nana Exemplar 2 Exemplar 3 – Dad laughs Exemplar 3

Assessments Running Records Observational Survey – at entry and 6yr Writing samples BAS spelling test PAT Reading comp/vocab Observations Record of Oral Language

Important ideas about progress in Literacy The more links and connections we can make in literacy learning the more “pathways” we create in the brain – the more flexible our learners will be In context and linked to experience where ever possible Fast processing on what they know is really important We need to encourage independent problem solving

How can you help at home? Talk, talk, talk! Read - show how much you value reading - read to your children – be expressive! - listen to them read - talk about what they’re reading/about words - visit the library together crosswords/wordgames/puzzles talk to your child’s teacher

Useful websites