CustomiseConnectionsContextCurriculumClassroom Literacy is Everyone’s Business Presenter: Anne Cowell Role: Best Start Officer Starting Out Strong Beginning Teachers’ Conference

CustomiseConnectionsContextCurriculumClassroom English is the study and use of the English language in its various textual forms. As students’ command of English grows, they are able to question, assess, challenge and reformulate information and use creative and analytical language to identify and clarify issues and solve problems.

CustomiseConnectionsContextCurriculumClassroom Literacy is the ability to understand and evaluate meaning through reading and writing, listening and speaking, viewing and representing.

CustomiseConnectionsContextCurriculumClassroom Activity 1: K W L

CustomiseConnectionsContextCurriculumClassroom The nature and significance of literacy learning A skill that underpins many other skills ReadingWriting Speaking Listening Viewing Representing respond and create

CustomiseConnectionsContextCurriculumClassroom Making connections with the Literacy continuum Comprehension Literacy K – 12 Policy An introduction to quality literacy teaching Literacy continuum Reading texts Aspects of writing Aspects of speaking Phonics Concepts about print Vocabulary knowledge English Mathematics Science & Technology PDHPE HSIE Creative Arts Phonemic awareness

CustomiseConnectionsContextCurriculumClassroom Literacy K–12 in NSW DEC The NSW DEC Literacy K-12 Policy is the foundation for NSW DEC literacy programs and resources. Several programs and initiatives use the Literacy Continuum K- 10 as a professional learning and teaching tool.

CustomiseConnectionsContextCurriculumClassroom All learning areas While literacy comprises a complex repertoire of knowledge and skills that develop throughout the years of schooling, its practical application is at the core of teaching and learning. Accordingly, literacy is not a subject in its own right but is fundamental to all learning areas. (An introduction to quality literacy teaching, NSW DET, 2009 p. 11) Literacy is a general capability included in learning across the curriculum content in the NSW syllabuses for the Australian curriculum.

The Literacy continuum K-6 The Literacy continuum describes the development of literacy knowledge, skills and strategies typically expected of most students in eight areas identified as critical to literacy progress. The continuum maps how each critical aspect develops by identifying key markers of expected student progress across the years of schooling. These continuum markers support teachers to assess, plan and teach literacy and reinforce the need for continuity in literacy teaching and learning. Print version and Interactive continuum

NSW Curriculum and Learning Innovation Centre Key points of the Literacy continuum K-6: The continuum is a tool that can inform us of expected student learning at given points in time. There are 8 critical aspects (listed on the left hand side) – no hierarchy, all essential to children’s literacy development. Each critical aspect is colour coded. The markers include some with ● dots and some with ►arrows (i.e. Best Start Kindergarten assessment markers). The markers represent learning goals for students at significant points in time, e.g. semesters, end of stage. A learning goal describes expected learning for students. The clusters of markers need to be looked at as a whole. For each critical aspect there is a Learning sequence going from 1 st cluster of markers (prior to school) to 12 th cluster (end S3) on the Literacy continuum K-6.

NSW Curriculum and Learning Innovation Centre Critical aspects definitions Reading Texts involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning. Comprehension involves responding to, interpreting, analysing and evaluating texts. Vocabulary knowledge involves understanding the meaning of spoken and written words and using words to create and understand texts. Aspects of writing involves using spelling, grammar, design features, handwriting and digital tools to create texts for specific purposes. ‘Texts’ include oral, aural, written, visual, electronic and multimodal texts. Literacy continuum Reading texts Comprehension Vocabulary knowledge Aspects of writing Aspects of speaking Phonics Phonemic awareness Concepts about print

Critical aspects definitions (con) Aspects of speaking Involves using oral language to communicate with others in a range of contexts, and listening actively and attentively when interacting with others. Phonics involves making the connection between soundsand letters when reading and spelling. Phonemic Awareness involves hearing and manipulating sounds in spoken language. Concepts of Print involves understanding and using conventions and concepts about print. Literacy continuum Reading texts Comprehension Vocabulary knowledge Aspects of writing Aspects of speaking Phonics Phonemic awareness Concepts about print

Constrained and unconstrained skills Unconstrained skills Constrained skills Reading texts Comprehension Vocabulary knowledge Aspects of writing Aspects of speaking Phonics Phonemic awareness Concepts about print

What are ‘threads’? Within each aspect, threads indicate areas of knowledge and skills within an overall aspect. For example, Aspects of writing includes the following threads: Ideas (creating texts)/Purpose/Audience Planning & text structure Language features/literary devices Paragraphing Sentence structure Punctuation Spelling Handwriting/Computer Grammar Editing/proofing Mediums/Modes

► (spelling) Attempts to spell high frequency words that have been taught Demonstrates a range of spelling strategies to spell familiar words ► (sentence structure) Produces some compound sentences using conjunctions to join ideas  Produces a range of grammatically accurate sentences ► (handwriting) Uses correct pencil grip, paper placement, posture and knows how to self-correct  Fluently writes letters of consistent size and formation in NSW Foundation style Literacy learners after 1 year at school Literacy learners after 3 years at school

Interactive Literacy continuum K-6 12 cluster markers (with school year) 8 Critical Aspects Clusters across stages/years Scroll bar at bottom

1.Select an aspect and cluster 2.move up and down the cluster 3.move left and right of the aspect 4.select PDF Download to access the teaching ideas. Using the Interactive Literacy continuum K-6

NSW Curriculum and Learning Innovation Centre NSW Interactive continuum K-10 What can the Interactive continuum do for you?

NSW Interactive continuum 7–10 Critical aspects Learning SequenceLearning Sequence

Examples of Teaching Ideas Markers for the cluster (in the aspect) Teaching Ideas with instructions.

Where do I find the continuum ? There are two ways of accessing the Literacy K-10 continuum through: 1. An A1 (K-6) and A2 (7-10) print or ‘poster’ version is available as a PDF and to download go to: nsw.gov.au/literacy/index.htm nsw.gov.au/literacy/index.htm 2. As an online interactive version This version is designed as an interactive tool and will be accessible through the portal by end of Term

At the school level… Schools can use the Literacy continuum K-6 to: encourage the whole school community to take collective responsibility for the development of students’ literacy skills engage teachers in using the process of explicit and systematic teaching support teachers to make informed, consistent judgements about students’ literacy progress develop targets for literacy learning in every school year track and monitor literacy skills development across the whole school, stage and/or year level identify those students in need of intervention to improve their literacy skills connect teacher professional learning to the critical aspect/s that the data shows is in need of development increase parents’ understanding of literacy and its development in students throughout their schooling increase parents’ understanding of ‘school language’ used to describe the literacy learner.

At the teacher level… Teachers can use the Literacy continuum K-6 to: develop / strengthen their knowledge of the development of critical aspects of literacy engender a more systematic understanding of student literacy development provide a better understanding of prior literacy learning and where next to focus teaching gather student information for formative and summative assessment purposes determine starting points for their literacy teaching plan for ‘where to next’ identify the strengths, weaknesses and needs of individual students inform appropriate grouping of students for effective teaching track and monitor students’ literacy progress in their class provide feedback to students about their literacy progress inform students of the explicit criteria needed in order to attain the next level of learning integrate the development of literacy skills with content knowledge across Key Learning Areas participate in a consistent and collegial approach to using assessment, planning for teaching and instruction in the classroom.

At the student level… A student can use the Literacy continuum K-6 to: identify what he/she can do at given points in time monitor his/her own literacy progress over time understand how well his/her learning has been performed determine what strategies could be used to attain the next level of learning reflect on his/her literacy learning make the connection between literacy learning and successful life skills make the connection between literacy development and learning in all Key Learning Areas support peers to understand literacy skills and knowledge across critical aspects and clusters.

Getting started… - Each aspect needs to be unpacked, but start at your point of need (i.e. where the data indicates a focus area for improvement) - Don’t do too much too quickly, start by concentrating on one critical aspect at a time and when you become more confident with the process, begin to connect more critical aspects - Unpack the definition of the critical aspect - Select the target cluster for your students (e.g. Year 4 class – cluster 9, end of Year 3. Move up or down but use as a starting point) - Unpack the cluster markers within the chosen cluster - Select the marker that needs to be explicitly taught to the majority of your students - Backwards map the same thread (or idea) to the previous cluster and then plan the way forward.

Cluster 9 (end Yr 3) Reads for sustained periods (15–20 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days. Uses visual representations, e.g. photographs, tables, charts to enhance meaning when reading factual texts. Selects and uses the most effective word identification strategy to maintain fluency and meaning. Demonstrates an awareness of how to use skimming/scanning and text features such as subheadings to locate specific information. Uses screen navigation features when reading and viewing Internet texts.

Cluster 12 (end Yr 6) Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning. Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. Extended novels and information texts, video documentaries, multimedia and performance texts, graphic material. Reads more demanding subject texts that have increasing levels of technicality and abstraction. Monitors reading for accuracy and meaning by selecting and using appropriate higher order word identification skills such as knowledge of word origins and analogy. Confidently adjusts the chosen reading/viewing pathway to achieve the intended purpose in literary and factual, print, electronic and multimodal texts.

CustomiseConnectionsContextCurriculumClassroom Activity 2: How can the continuum be used at your school?

CustomiseConnectionsContextCurriculumClassroom As a whole school, the continuum can be used to: develop develop a shared common language to talk about literacy take responsibility together for the development of students’ literacy skills improve explicit and systematic teaching across the whole school make informed, consistent judgements together about students’ literacy progress develop common targets for literacy learning in across subject areas systematically track and monitor student literacy skill development across years of schooling increase students’ and parents’ understanding of literacy and its developmental nature.

CustomiseConnectionsContextCurriculumClassroomSpeaking It takes time for students to have high – level classroom discussions. They need plenty of practice with informal conversation in pairs and triads. Kids need to be talking and not sitting in passively for long periods. For every 5-8 minutes you talk, give them 1-2 minutes to talk to each other.

CustomiseConnectionsContextCurriculumClassroomWriting Just like conversation, writing helps us make connections to our learning and make connections to our own lives and other’s lives. You can’t avoid thinking when you write. Students need to be writing every day, in every classroom.

CustomiseConnectionsContextCurriculumClassroomReading We need to inspire both a love for reading and in reading in our students. Reading for a purpose, making predictions and using graphic organisers will support all our students.

CustomiseConnectionsContextCurriculumClassroom How to Order Continuums Yvonne Hughes is the Numeracy Advisor K- 6 Annette Gray is the Literacy Advisor K-6

CustomiseConnectionsContextCurriculumClassroom Other resources. /pdhpe/crosscurriculum/literacy/index.htm Some great ideas in PDHPE but useful in all KLA’s. rces/discipline/english/proflearn/pages/litlearn.aspx Literacy training. Useful sections. curriculum-importance Interesting quick read.

CustomiseConnectionsContextCurriculumClassroomBOSTES literacy-numeracy/ literacy-numeracy/ Excellent resource

CustomiseConnectionsContextCurriculumClassroomPresenter Anne Cowell Best Start Officer Wagga Office