EARLY READERS P-2 Loddon Mallee Region

3 GRADUAL RELEASE OF RESPONSIBILITY 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 The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practise the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practise the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL

What do teachers need to know to enable reading acquisition?

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

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

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

Precision: Knowing about your students English Online interview eoifinasstsamplerpt.pdf ces/english/englishonline/default.htm What does it tell you to help start teaching? What strengths can you utilise and build on?

Precision: Knowing about your students Tools Observation Survey obsurvey.pdf SKMBT_ pdf Running records

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

Record of Oral Language. Clay

Record Of Oral Language: sample

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.AVIMarilyn FLip Library for Early Reading Powerpoint\3. multiple sourcescheckingtVID00006_2.AVI Marilyn FLip Library for Early Reading Powerpoint\5.Independent Pointing decisions- VID00008.AVIMarilyn FLip Library for Early Reading Powerpoint\5.Independent Pointing decisions- VID00008.AVI

Personalisation: Teachers need to know what to teach How do we make decisions about what to teach?

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

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

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

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 – udent/keycharliteracyp6.pdfhttp:// udent/keycharliteracyp6.pdf

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

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)

Personalise: Knowing what to teach Comprehension Predicting Using test structures and features Visualising Asking questions Summarising Thinking aloud

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

High frequency words Oxford first 10 words

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

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

Students who:will benefit from: Are using meaning and syntax confidently but not paying enough attention to visual information texts that are not highly predictable or highly structured. Need practice in distinguishing some high-frequency words texts that repeat these words in different contexts Do not comprehend beyond literal, surface features -texts that require a critical response -an introduction by teacher to help them draw on background knowledge -questions to help them think about and respond to what they are reading Are from diverse cultural backgroundstexts that reflect and validate their perspectives and experiences Need further support in processing information in non-fiction texts texts that present non-fiction content in a range of ways: charts, flow diagrams or summaries Are new learners of EnglishCareful prior discussion of vocabulary, idiom or concepts in text

Professional Learning: Teachers need to know how to teach

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 Effective literacy teachers of EARLY READING

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

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.

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?

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?

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 Victoria yp6.pdf yp6.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 htmwww.education.vic.gov.au/studentlearning/

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