TO, WITH & BY How do we teach all of these important components? STOP! I need someone to read this TO me! Modelled TO, WITH & BY I’m READY to read WITH someone. Guided How will we teach them? We need a model to support explicit instruction Let’s GO. I can read it BY myself. Independent From: Pat Donnelly, 2008

A model to support explicit instruction… Degree of Support Learning Context To Demonstration Modelled Practice Read alouds Think alouds Modelled reading / writing With Guided Practice Shared reading / writing Guided reading / writing Reciprocal teaching Literature circles By Independent Practice Independent reading / writing Partner/ Co-operative reading / writing To – models / demonstrations – how to do it through modellilng, explaining and thinking aloud With – Scaffolded / supported as they work through the unknown and practice while the teacher is on hand to validate, teach, encourage and give feedback By – Practice, consolidation, develop fluency Students can problem solve successfully on their own. Refer to coloured handout St Joseph’s -Aiming higher, achieving more

The English teaching model provides a sequence for learning… Orientation Field Building Deconstructing Interactions Enhancing Modelling Joint Construction Shared Reading/Writing Modelled Writing/Writing Guided Reading Guided Writing Synthesising Independent Construction Independent Reading and Writing St Joseph’s -Aiming higher, achieving more

YOU D0 INDEPENDENTLY I WATCH Gradual Release of Responsibility Model (Vygotsky’s Zone of Proximal Development ) Zone of Actual Development Zone of Proximal Development New Zone of Actual Development Gradual Release of Teacher Support Student works independently with text features appropriate to a developmental stage having internalized the knowledge, thinking processes and strategies appropriate to that stage. Teacher explicitly teaches a new language feature using modeling and think aloud strategies Teacher and student discuss new language feature, and make connections to a range of contexts. Student works independently with texts having internalized the new knowledge, thinking processes and strategies appropriate to that stage. I DO YOU WATCH Handout with making links in reading and writing How do we put it all together? YOU D0 INDEPENDENTLY I WATCH I DO YOU HELP YOU DO I HELP 12/3/2018 Vygotsky’s ZPD 4 4

Literacy Block… …An example instructional sequence Whole Class (10-20 mins) Common Modelled or Shared Mini-lessons (eg reading and writing strategies, responding through purposeful talk) Guided Instruction (Small group or individual instruction, with strategies based on skill, interest, need or grade) Small Groups (30-70 mins) Group 1 (eg Co-operative/ independent writing) Group 2 (eg Word study) Group 3 (eg Summarising) Whole Class (5 - 10 mins) Reflection on Learning Sharing / Reflection on and consolidating learning Building on metcognition

What are the critical factors when planning a literacy block? Purpose…..Why are we doing this? Relevance….How does this connect to me? Connected…..How is the learning connected within the workshop and to other content? What are the big ideas? Essential understandings…What learning will the students walk away with? Identify the curriculum intent and student need becomes very important…. We need to have a depth of knowledge of what actually happens when reading…. St Joseph’s -Aiming higher, achieving more

Why are learning goals important? Sets the purpose for learning Sets the context for learning Facilitates assessment Informs instruction and planning Precise / Personalised Professional learning Refer to Brendas blue placemat We have to have a depth of knowledge about what to teach, when and how Help us to think about what is really important when reading….. As a NP school we needed to step back and explore what we knew about teaching reading…. St Joseph’s -Aiming higher, achieving more

What really matters when your reading? Skimming and scanning to get a general sense of the text Predicting meaning Using graphophonic, syntactic and semantic cues Using other clues (eg illustrations) Identify key words Reading ahead Reading out loud Connecting to self, texts and world knowledge Rereading when meaning is lost Identifying the big ideas Thinking while reading – actively engaging with the text What else? Read the text / half the text / look at the questions What did you do to read this text?? Must be explicitly taught with different curriculum focus…. Adapted from: Jan Turbill cited in Wendy Bean 2009 St Joseph’s -Aiming higher, achieving more

Learning to read… (Decoding/Automaticity) Reading to learn… (Deliberate, strategic, reading comprehension) Learning to read… (Decoding/Automaticity) Curriculum focus: Oral language development Fluency Concepts about print Phonemic awareness Letter identification Phonics Word knowledge Vocabulary Comprehending oral texts Curriculum focus: Retrieving information Forming a broad understanding Developing an interpretation Reflecting on and evaluating the subject matter (content) Reflecting on and evaluating the craft of the writer (form of the text) WHERE DO WE START? – we must have a clear knowledge and understanding of the different curriculum focus needed for both learning to read and reading to learn…… Three essential areas of focus for teaching of strategies (talk) Declarative – what Procedural – How metacognition and strategic operation on the part of the learner Conditional – making connections from one activity/context to the next Adapted from: Anne Turner, 2010 St Joseph’s -Aiming higher, achieving more

Common Goal: To raise meta-cognitive awareness; the knowledge and skills required for effective literacy instruction for all students. Successful Learning for All Effective Literacy Instruction Metacognition Metacognitive awareness: Key to raising the bar and closing the gap in students’ literacy performance. Anne Turner notes: metacognitive awareness strategies????? Breakthrough model – key messages and whole school approach

High quality instruction requires… Prerequisite Knowledge Tracking system Data informed instruction Scaffolding the learning Interactive active teaching approaches Modelling (think aloud) Shared reading / writing Guided reading / writing Collaborative reading / writing Independent reading / writing Talk as a basis of reading and writing Instruction must be intentional and strategic Always being aware of the learning intention Prerequisite knowledge and ‘must haves’ Tracking across and within year levels Data driven instruction – Personalisation/Precision Scaffolding – differentiated instruction Interactive teaching strategies Active comprehension strategies Increasing metacognitive awareness Timetabling Oral language components – discussion/talk particularly ‘think aloud’ teacher and student

Supporting high quality instruction are… High-yield Instructional Strategies Literacy Blocks Ongoing Assessment and Feedback Teacher Moderation Gradual Release of Responsibility Model Teaching Non-Fiction Writing Using Texts of all Types Critical Literacy High quality instruction Requires High quality strategies Literacy blocks Feedback – critical Teacher understands the standard/expectation and this goal is shared with the student. Support student to compare their performance with the goal Gradual Release of Responsibility Model Strategic instruction within Vygotsky’s model of the zone of proximal development Z of Actual Development = Where C is at/What they can do ZPD = Where teachign can occur/instructional level New zone of actual development = C does independently and T assists.

Strategies into Actions… Data collection - data walls Timetable daily literacy blocks into weekly plan Consider routines for daily reading workshops Focus for routines in context Shared reading and guided reading groups Whole school focus: Shared/Guided reading planning materials Active comprehension strategies Reading/Comprehension Charts/Bookmarks Assessment (gathering/analysis) Weekly overviews – Ontario materials – examples only Whole school approach – consistency across the school Year 4 -7 and P-3 (how reading workshops might look in your weekly timetable) Breakdown of each reading workshop into daily plan including guided, shared and independent reading etc. Consider activities/structure/resources (focus for individuals/groups) Establishing routines for each workshop (mentor to assist est. routines) – rotational activities Initially a reading focus Areas of greatest need through using data to inform instruction….

Strategic readers have better reading comprehension Active Comprehension Strategies Making connections Text to world Text to text Text to self Predicting Visualising Questioning the text Drawing inferences Finding important information Monitoring comprehension Strategic readers have better reading comprehension Active comprehension strategies must be explicitly taught: Meaning making Developing control of the reading process Inferred – implied but not stated (use the clues) Prediction – thoughtful guesses that are found out in the text