1. Professional learning course
Examining the guide:
An introduction to quality literacy teaching
Materials required:
Each participant should have access to a copy of An introduction to quality literacy teaching, NSW DET, 2009.
Copies of handouts for each workshop:
Session 1 Tasks 1-4
Session 2 Tasks 1-6
Session 3 Tasks 1-4
For each session, Internet access is required to facilitate links to the DET Literacy website.
NB: In this PowerPoint presentation, slides 1-19 constitute workshop session 1, slides constitute session 2 and slides constitute session 3.
Instructions for the presenters are written in regular text.
Dialogue for the presenters is written in bold text.

2. Acknowledgement of country
We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.
We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.
We must always remember that under the concrete and asphalt this Land is, was and always will be traditional Aboriginal Land.
Acknowledge Country where it is appropriate to do so.
Follow protocols if Aboriginal participants are present.
Invite Aboriginal participants to do Welcome/Acknowledgement of Country. If none, proceed with this one.
Link: We will now look at the professional teaching standards for this course.

3. Professional Teaching Standards
Standards addressed at Professional Competence in this course include:
1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students.
6.2.1 Reflect critically on teaching and learning practice to enhance student learning outcomes.
6.2.3 Engage in professional development to extend and refine teaching and learning practices.
State that: These are the Professional Teaching Standards covered in this short course.

4. An introduction to quality literacy teaching
describes the essential components of quality literacy teaching
provides a foundation for professional learning and further literacy resources e.g. Literacy Continuum
Materials: An introduction to quality literacy teaching
State that: The purpose of this professional learning course is to introduce you to the guide- An introduction to quality literacy teaching and familiarise you with its directions. The guide itself:
describes the essential components of quality literacy teaching
provides a foundation for professional learning and further literacy resources e.g. Literacy Continuum.
Link to video

5. Outline of the course
This professional learning course examines An Introduction to quality literacy teaching in 3 parts:
Part 1: Literacy learning
Part 2: Literacy teaching
Part 3: Considerations for literacy learning and teaching
Materials: An introduction to quality literacy teaching
Explain that: This short course comprises three parts aligned to the sections of the guide:
Session 1: Literacy learning
Session 2: Literacy teaching
Session 3: Considerations for literacy learning and teaching
Click for animation.
Link: We will now move into the first part, Literacy learning.

6. Professional learning course
An introduction to quality literacy teaching
Part 1
Literacy learning
Materials: An introduction to quality literacy teaching, pp. 6-7,
Handouts: Session 1 Tasks 1-4
Link: We’ll begin by looking at a summary of the anticipated learning for this session.

7. Anticipated learning During this session you will:
clarify the nature and significance of literacy learning
consolidate your understanding of the Literacy Continuum and the eight critical aspects of literacy development
consider how literacy is integral to all learning areas and needs to be explicitly taught
consolidate your understanding of the changing nature of literacy learning in the early, middle and later years of schooling
reflect on how you will apply your new learning
when assessing, planning and teaching.
Read the anticipated learning points with participants.
Link: In this first part, Literacy learning, we will examine four areas. (CLICK)

8. Literacy learning The nature and significance of literacy learning
The critical aspects of literacy development
The place of literacy in the curriculum
Literacy learning in the early, middle and later years of schooling
Materials: An introduction to quality literacy teaching, Contents p. 5
State that: In the guide there are four areas that are discussed in relation to Literacy learning.
CLICK to bring in the four areas covered in this first session.
Link: We will begin by developing a shared understanding of what literacy learning is and why it is important.

9. The nature and significance of literacy learning
Literacy: A skill that begets many other skills. (Heckman, 2000)
The nature and significance of literacy learning
The fundamentals skills of literacy are reading, writing, speaking and listening.
The traditional view of literacy has broadened and evolved with the emergence of visual and digital communication media. Viewing and representing are now recognised as key literacy skills.
Literacy enable individuals to better understand and negotiate and understand the world in which they live and to take advantage of of and contribute to a civil society.
All students in NSW public schools have the right to quality literacy teaching that gives them the best chance to achieve their potential as learners and as literate adults.
Materials: An introduction to quality literacy teaching, pp. 6-7,
Handout: Session 1 Task 1 (Seven Strips) The nature and significance of literacy learning
Distribute handout. Teachers note down key points.
Link: We’ll now look at the eight critical aspects of literacy development identified in an extensive range of large scale, international studies, reports, reviews and research.

10. The nature and significance of literacy learning
Literacy: A skill that begets many other skills. (Heckman, 2000)
The nature and significance of literacy learning
The guide An introduction to quality literacy teaching is informed by current research and best practice.
The guide emphasises literacy teaching that is explicit, systematic, balanced and integrated.
Materials: An introduction to quality literacy teaching, pp. 6-7,
Handout: Session 1 Task 1 (Seven Strips) The nature and significance of literacy learning
Distribute handout.
Explain that: This is a modification of an activity called The Seven Strips where students determine seven important key points of a text using seven strips of paper.
Ask participants to: Complete the activity outlined on the slide.
Allow approx 10 minutes for the activity including time for whole group comparison and discussion.
Link: We’ll now look at the eight critical aspects of literacy development identified in an extensive range of large scale, international studies, reports, reviews and research.

11. The literacy continuum: A continuum of the critical aspects of literacy
Eight aspects supported by research.
Describes knowledge, skills and strategies typically expected of most students.
Maps how each aspect develops by identifying key markers of student progress across the years of schooling.
Materials: An introduction to quality literacy teaching, p. 7-10
CLICK to begin animation.
Read through each slide point with participants.
Explain that: The literacy continuum extends the early literacy continuum introduced to teachers as part of the Best Start literacy assessment process. This continuum is being extended K-6 and will eventually be expanded to K-10.
State that: It is important that the continuum be read both horizontally and vertically to gain a full picture of student progress.
Stress that: The aspects on the continuum should not be viewed in isolation from each other as all eight aspects are interdependent.
Link: We will now consider what each of these critical aspects of literacy involves.
Other crucial areas such as grammar, spelling, punctuation and listening are developed within a number of aspects.
Markers support teachers to assess, plan and teach literacy.

12. The critical aspects of literacy development
Reading texts
Comprehension
Vocabulary knowledge
Unconstrained skills
Aspects of writing
Aspects of speaking
Phonics
Materials: An introduction to quality literacy teaching, p. 7-10
CLICK to bring in the critical aspects.
State that: These 8 critical aspects form the Literacy Continuum.
Explain that: Aspects such as reading texts, comprehension, vocabulary knowledge, aspects of speaking and aspects of writing are described as unconstrained skills. Click for animation. Unconstrained skills continue to expand, grow and develop while other skills (click for animation) such as phonics, phonemic awareness and concepts about print are constrained skills. That is, they are learned quickly, mastered entirely, are interdependent and are foundational skills. They are, therefore, only represented in the early years of schooling.
Link: We will now examine each of these critical aspects of literacy in more depth.
Constrained skills
Phonemic awareness
Concepts about print

13. The place of literacy in the curriculum
Task 3
Literacy knowledge, skills and understanding need to be used and developed in all learning areas. Initial and major continuing development will be in English but the national curriculum will ensure that this competency is used and developed in all learning areas.
National Curriculum Board, 2009
Materials: An introduction to quality literacy teaching, pp
Handout : Session 1 Task 3: The place of literacy in the continuum
Distribute handout.
State that: This quote emphasises the importance of literacy learning in all key learning areas and requires teachers in all learning areas to develop an understanding of the particular literacy requirements in, for example, Mathematics, Science, History, etc.
Emphasise that: Literacy is not a subject in its own right (English is the subject) but is fundamental to all learning areas.
Invite participants to read page 11, and complete the top section of the Session 1 Task 3 handout.
Link: As students move through the years of schooling, literacy capabilities need to be explicitly taught, emphasised and developed.
* Read p.11 and complete the top section of Session1 Task 3.

14. Literacy learning across the years of schooling
Early Years (Kindergarten - Year 4)
Middle Years (Years 5 - 9)
Materials: An introduction to quality literacy teaching, pp
CLICK to bring in the three stages of schooling.
Explain that: As students move from the foundational years of schooling, they learn to use and apply their increasing range of literacy capabilities in cross-curriculum contexts.
Link: You will now have an opportunity to look closely at the place of literacy in the curriculum, and literacy learning in the early, middle and later years of schooling.
Later Years (Years )

15. The place of literacy in the curriculum
Read through pages 12-13:
Literacy learning in the early years
Literacy learning in the middle years
Literacy learning in the later years
Consider one unconstrained critical aspect and identify and describe how this aspect develops and expands from the early to later years.
Record this information on your handout.
Share this information with the group.
Task 3
Materials: An introduction to quality literacy teaching, pp
Handout: Session 1Task 3: The place of literacy in the curriculum
Allocate stages according to the number of participants .
Read the task instructions on the slide.
Remind participants that: If necessary, you may need to refer back to pages 8-10 of the guide for the definitions of the unconstrained aspects (Reading texts, Comprehension, Vocabulary knowledge, Aspects of writing and Aspects of Speaking).
Allow minutes for this activity including the sharing of information.
Link: This completes our examination of the first section of the guide. We’ll now spend a few minutes reflecting on your learning from this session.

16. Bibliography
An introduction to quality literacy teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW.
Edwards-Groves, C.J (2003) On task: Focused literacy learning, Primary English Teaching Association (PETA), Sydney, NSW.
Heckman, J. J. (2000) ‘The real question is how to use the available funds wisely. The best evidence supports the policy prescription: Invest in the very young’, Irving B. Harris Graduate school of Public Policy Studies, University of Chicago, viewed 10 July 2009, <
National Curriculum Board (2009) Shape of the Australian curriculum: English, May, Commonwealth of Australia, ACT.
Refer to this short Bibliography to acknowledge the source of this workshop material. Remind participants of the extensive Bibliography provided on pages 34 and 35 of the document.

17. End of part 1
CLICK to continue to session 2.

18. Professional learning course
An introduction to quality literacy teaching
Part 2
Literacy teaching
Materials: An introduction to quality literacy teaching
Handouts: Session 2 Tasks 1-6
For this session, Internet access is required to facilitate video links to the DET Literacy website.
NB: Slides constitute this second workshop session.
Instructions for the presenters are written in regular text.
Dialogue for the presenters is written in bold text.

19. Anticipated learning During this session, you will:
examine explicit, systematic, balanced and integrated literacy teaching
consider how the Four Literacy Resources model and A process for explicit and systematic literacy teaching assist planning for explicit and systematic, balanced and integrated literacy teaching
strengthen your understanding of modelled, guided and independent teaching strategies, and consider how these teaching strategies can be used in early, middle and later years classrooms
reflect on how you will apply your new learning
when assessing, planning and teaching.
Read the points with participants.
Link: In this session, Literacy teaching, we will be looking at six sections of the document.

20. Literacy teaching Teaching makes a difference
Explicit and systematic, balanced and integrated literacy teaching
The Four Literacy Resources model
A process for explicit and systematic literacy teaching
Modelled, guided and independent teaching strategies
Materials: An introduction to quality literacy teaching, p. 5.
Explain to participants : During this session we’ll be working through pages of the document which are devoted to Literacy teaching.
CLICK to bring in the six areas covered in the session.
Link: We’ll start by examining what some recent research and inquiries have said in relation to literacy teaching.
Literacy teaching in the early, middle and later years of schooling

21. Teaching makes the difference
The greatest influences on literacy learning are the teachers and the quality of the teaching.
Hattie, 2003
Materials: An introduction to quality literacy teaching, pp
Explain that: Pages 14 and 15 set the scene for this section of the document by providing an overview of what is to follow. Rather than read through these first pages, we’ll view a video of Lorraine Rowles, Manager, Literacy, as she provides the context for this section of the guide.
Click hyperlink to Lorraine’s video. [This video can be downloaded from the Literacy Website at Literacy Professional Learning Packages.] (5 mins)
State that: There is considerable evidence that quality literacy teaching can and does impact on student literacy learning. You may like to refer to some of the reports and reviews mentioned on p.14 of the document in your own time. Further details of these are provided in the Bibliography provided on pages 34 and 35.
Add that: Since the publication of this document Hattie (2009) has released another text that reviews over 800 meta-analyses of variables related to school achievement titled Visible learning. This text reaffirms that it is teacher quality and the quality of teaching that make a difference to student learning.
Link: We will now look more closely at what Lorraine refers to as the four ‘cornerstones’ of quality literacy teaching.
Link to video

22. The cornerstones of quality literacy teaching
Task 1
Explicit
Systematic
Materials: An introduction to quality literacy teaching, pp
Handout: Session 2 Task 1: Explicit and systematic, balanced and integrated literacy teaching
Explain that: An introduction to quality literacy teaching explores in detail the four cornerstones of quality literacy teaching. These are: (CLICK to bring in the four terms)
explicit
systematic
balanced
integrated
Distribute handout Session 2 Task 1.
As a group, lets take a few minutes to jot down what we believe each of these terms to mean in regard to your literacy teaching.
Record these on your Task 1 handout. Use the top half of each box as we will adding more in a while.
Link: We’ll now think about why these have been referred to as cornerstones.
Balanced
Integrated

23. The cornerstones of quality literacy teaching
Explicit
Systematic
Reinforce the concept of cornerstones by explaining that: The cornerstone (or foundation stone) concept is derived from the first stone set in the construction of a masonry foundation, important since all other stones will be set in reference to this stone, thus determining the position of the entire structure. (Wikipedia) If one cornerstone is pulled out, the structure will topple over.
CLICK for animation.
Link: We’ll now look at these four cornerstones of quality literacy teaching in more detail.
Balanced

24. Explicit and systematic, balanced and integrated literacy teaching
Task 1
Read through:
Balanced and integrated literacy teaching p. 16
Explicit and systematic literacy teaching p. 17
As you do, expand your notes to address these questions:
What is it?
What do teachers do?
What does it look like in a literacy lesson?
Materials: An introduction to quality literacy teaching, pp
Handout: Session 2 Task 1: Explicit and systematic, balanced and integrated literacy teaching
Explain that: It is important to take the time to develop a shared understanding of balanced and integrated, explicit and systematic literacy teaching.
Ask participants to: Read and complete the activity outlined on the slide.
Explain that: You will be adding to your original definitions and understandings about these terms, using the same handout.
Allow minutes for this activity, including time for whole group comparison and discussion.
Link: The Four Literacy Resources model provides a starting point for informed discussion about balanced and integrated literacy teaching.

25. The Four Literacy Resources model Literacy capabilities
Task 2
Meaning–making
resources
Code-breaking
resources
Literacy capabilities
Text-using
resources
Text-analysing
resources
Materials: An introduction to quality literacy teaching, p
Handout: Session 2 Task 2: The Four Literacy Resources
Explain that: The Four Literacy Resources model illustrates the kinds of literacy capabilities required by students to interact with and create any print-based, spoken, visual or electronic text.
CLICK to bring in the resources.
Distribute handout.
Ask participants to work in pairs to: Read the information on page 18 and 19 and do a dot point summary of the key features of the model.
Provide an example of balancing and integrating the four resources: When teaching students to use a specific code-breaking skill such as spelling, teachers could:
provide an authentic purpose for the spelling lesson (such as a need determined by an assessment task or observation, or the need to spell certain topic or technical words for a future written topic)
ensure that the spelling lesson leads to using the new skill/strategy when writing.
State that: The model can be used to “code” or check your teaching to ensure balance and integration.
When effective literacy learners interact with texts, they draw on these four resources in an integrated way.

26. A process for explicit and systematic teaching
Resources/Materials: An introduction to quality literacy teaching, p. 20.
State that: Quality literacy teaching involves a ‘continuous cycle of assessing, teaching and learning’. The diagram above illustrates a process for teaching literacy in an explicit and systematic way.
Note that: The circular teaching and learning cycle was a previous version of this process.
Discuss the format and content of the process based on the diagram on the slide.
Read through what is involved in each phase of the process.
State that: The process can be used for a lesson, session or series of lessons/sessions.
Link: We will now look in more detail at each of the three phases of the process, beginning with assessment for/of learning.

27. Assessment for/of learning
Task 3
Assessment for/of learning involves frequent formative assessment as well as summative assessment, that:
uses rubrics
engages students in the assessment process
provides feedback to students about what they can do, how their work compares with others and what they can do to improve.
Materials: An introduction to quality literacy teaching, p. 21.
Handout: Session 2 Task 3: A process for explicit and systematic teaching
State that: The more detailed process on Page 21 demonstrates how to be more explicit at each phase of the process. It highlights key assessment, planning and instructional actions identified in research as having the power to maximise student learning.
Allow 5 minutes for this activity.
CLICK to bring in the key points and discuss if necessary.
Link: We will now look at the second phase of the process, Planning, in more detail.

28. Planning
Task 3
Planning involves using assessment information, the curriculum, and guidance from the Four Literacy Resources model to:
establish learning goals for a lesson or a series of lessons
group students using flexible and fluid grouping
choose instructional strategies (modelled, guided or independent teaching) that will enable all students to achieve the learning goals.
Materials: An introduction to quality literacy teaching, p. 21.
Handout: Session 2 Task 3: A process for explicit and systematic teaching
Explain that: This page steps out the planning phase of the process in more detail.
Distribute handout.
Ask participants to: Read the Planning phase of the process on page 21 and summarise the key points.
Allow at least 5 minutes for this activity.
CLICK to bring in the key points and discuss if necessary.
Additional presenter’s information:
Curriculum refers to what we are obliged to teach, ie our BoS syllabus documents as well as our DET Literacy continuum and support material.
Learning goals can be chosen from syllabus outcomes/indicators or markers from Literacy continuum-they represent what we want our students to know and be able to do as a result of our explicit teaching.
Grouping of students is a purposeful strategy that is used to maximise teaching and learning, and not merely an organisational structure. Students should be grouped according to their needs and a consideration of the best way to address these needs. K-2 teachers already using Early learning plans (provided by Best start) can readily identify groups existing in their classroom, and can acknowledge that students may not necessarily be in the same groups for the different aspects of their literacy learning.
Flexible grouping refers to the use of a variety of student grouping structures to suit the purpose of the teaching and learning, eg. pairs, ability groups, mixed ability groups.
Fluid grouping refers to the composition of the different flexible groups. That is, students will not always be in the same group.
Link: We will now look at the last phase of the process, Instruction, in more detail.

29. Instruction Based on planning decisions, Instruction involves:
Task 3
Based on planning decisions, Instruction involves:
allocating time for focused literacy teaching as part of current literacy sessions/lessons
beginning with an introduction that clarifies purpose and process, makes links to prior learning, provides an overview, explains tasks and expectations, etc
using modelled, guided and independent teaching strategies to support all students to achieve the learning goals
allowing time at the end for student reflection.
Materials: An introduction to quality literacy teaching, p. 21.
Handout: Session 2 Task 3: A process for explicit and systematic teaching
Distribute handout.
Instruct participants to: Read the Instruction phase of the process on page 21 and again summarise the key points in the relevant section of your Task 3 handout.
Allow 5 minutes for this activity.
CLICK to bring in the key points and discuss if necessary.
Invite participants to: Consider the differences and similarities between this process and previous versions of the teaching/learning cycle. Discuss as a group and, if time permits, record or highlight these on the handout.
Link : We will now examine the key literacy teaching strategies mentioned in the process - modelled, guided and independent teaching.

30. Key literacy teaching strategies
Modelled teaching
Guided teaching
Independent teaching
… can be used with whole class, small group or individual students
… scaffold students with temporary point of need support
Materials: An introduction to quality literacy teaching, pp
Explain that: This next section of the document examines the key teaching strategies in detail. Modelled, guided and independent teaching strategies enable teachers to structure and deliver teaching in response to students’ learning needs.
CLICK to bring in each of the four statements.
Additional presenter’s notes:
Scaffolding refers to the temporary, ‘point of need’ support that is provided to students to enable them to learn new concepts and skills and apply them independently.
“Scaffolding is the temporary assistance that teachers provide for their students in order to assist them complete a task or develop new understandings, so they will later be able to complete similar tasks or develop similar understandings alone.” Quote from Hammond, J. (ed)
“Scaffolding is a term used to describe the assistance necessary to enable learners to accomplish tasks and develop understanding that they would not quite be able to manage on their own.” Hammond, J. and Gibbons, P.
Link: Teachers use these three strategies to introduce new knowledge and assist students to practise, consolidate, transfer and apply literacy learning.
… move students from dependent learners to independent learners
… require fluid and flexible student grouping

31. Modelled, guided and independent teaching
Task 4
Read through pages
Describe each teaching strategy in terms of:
when and why it is used
what it involves the teacher doing
what it involves the student doing
what grouping structures might be used
Materials: An introduction to quality literacy teaching, pp
Handout: Session 2 Task 4: Modelled, guided and independent teaching strategies
Distribute handout.
Read the instructions on the slide.
Depending upon the size of the group and the time available, either invite participants to complete the activity for each teaching strategy or allocate one particular teaching strategy to groups of participants and allow time to share responses.
Allow approximately15 minutes for this activity, including group discussion and summary of the key features of the teaching strategies.
Link: We will now look at literacy teaching in each of the stages of schooling.

32. Literacy teaching in the early, middle and later years of schooling
Task 5
Refer to the video and/or pages of the guide
How do literacy demands change as students move from the early years, into the middle years and through to the later years of schooling?
How do early, middle and later years teachers use modelled, guided and independent teaching strategies to cater for increasingly complex literacy demands?
Materials: An introduction to quality literacy teaching, pp
Handout: Session 2 Task 5: Literacy teaching in the early, middle and later years of schooling
Presenter’s note: This activity can be completed after reading the relevant document pages (26 and 27) and/or after viewing the video clip: Literacy in the early, middle and later years
[This video can be downloaded from the Literacy website at
Distribute handout.
Read the instructions on the slide.
Invite participants to: As you read/watch the video record your thoughts in the sections of the Venn diagram provided as Task 5 handout.
Allow 10 minutes for this part of the activity.
Invite participants to share with a partner/group what they identified as characteristics of each stage of schooling and what they have identified as common to all stages.
Allow a further few minutes for sharing.
Link: This completes the second section of the course. We’ll now spend a few minutes reflecting on your learning from this session.
Link to video

33. Bibliography
An introduction to quality literacy teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW.
Edwards-Groves, C.J (2003) on task focused literacy learning. Primary English Teaching Association (PETA), Sydney, NSW.
Hammond, J. et al., (2001) Scaffolding :Teaching and Learning in Language and Literacy Education, PETA, Newtown, NSW
Hattie, J. A.(2003) Teachers make a difference: What is the research evidence? University of Auckland, Australian Council of Educational Research Conference on Building Teacher Quality.

34. End of part 2
CLICK to continue to session 3.

35. Professional learning course
An introduction to quality literacy teaching
Session 3
Considerations for literacy learning and teaching
Materials required:
An introduction to quality literacy teaching, NSW DET, 2009.
Handouts: Session 3 Tasks 1-4
For this session, Internet access is required to facilitate navigation to the DET Literacy website.
NB: Slides of this PowerPoint constitute Session 3 of this course.
Instructions for the presenters are written in regular text.
Dialogue for the presenters is written in bold text.

36. Outline of the course
This professional learning course examines An Introduction to quality literacy teaching in 3 parts:
Part 1: Literacy learning
Part 2: Literacy teaching
Part 3: Considerations for literacy learning and teaching
Materials: An introduction to quality literacy teaching
If necessary, state that: As previously mentioned, this short course examining An introduction to quality literacy teaching has been divided into three workshop sessions.
Link: We will now move into the third session (Click for animation)Considerations for literacy learning and teaching. Again, we’ll begin by looking at a summary of the anticipated learning for this workshop.

37. Anticipated learning During this session, you will:
consider the place of technology in quality literacy learning and teaching
strengthen your understanding of how to use the National Assessment Program Literacy and Numeracy (NAPLAN) to enhance literacy learning and teaching
consider how to cater for a diverse student population
reflect on how you will apply your new learning
when assessing, planning and teaching.
Read the points with participants.
Link. In this session, Considerations for literacy learning and teaching, we will be looking at the final 4 areas from the guide and the appendices.

38. Considerations for literacy learning and teaching
Using technology for quality literacy learning and teaching
Using NAPLAN for literacy learning and teaching
Catering for diversity in the classroom
Further literacy resources and professional learning programs
Materials: An introduction to quality literacy teaching, p. 5.
State that: In this session, we will be working through the document from page 28 onwards. There are four areas included in the section, Considerations for literacy learning and teaching. CLICK to bring in the five areas covered in the session.
We will also examine the appendices included in the document as they contain important additional information that supports the implementation of this guide.
Link. We will begin by looking at how technology is an important consideration for quality literacy learning and teaching.
Appendices

39. Using technology for quality literacy learning and teaching
Pages 28-29
How technology can be used as a tool to enhance and extend effective literacy teaching and learning?
IWB
It can enhance and extend literacy learning
Students can make links to prior learning through saving previous work.
Make modelled teaching more engaging
Allows demonstration of research skills
Teachers can model the features of multimodal texts
Computers
Make it possible for students to manipulate and revise texts
Facilitate collaborative learning and problem-solving as students contribute to a wiki or blog, share files or showcase products of
project-based learning
Task 1
Materials: An introduction to quality literacy teaching, pp
Handout: Session 3 Task 1: Using technology for quality literacy learning and teaching
Distribute handout.
Record VIPs onto handout
Invite any comments/suggestions from the group regarding implications for the wider school community.

40. Using technology for quality literacy learning and teaching
Pages 28-29
What students need to be taught to maximise the teaching and learning potential of technology.
How to be critical and informed users of technology
How to locate, evaluate and synthesise information
How to interact appropriately online
How to make informed choices when creating texts, considering how purpose, audience, context and the choice of medium influences texts
Task 1
Materials: An introduction to quality literacy teaching, pp
Handout: Session 3 Task 1: Using technology for quality literacy learning and teaching
Complete section 2 using VIPs
Invite any comments/suggestions from the group regarding implications for the wider school community.

41. Using technology for quality literacy learning and teaching
Pages 28-29
How does the information in this section align with current classroom practices?
What changes could you make to improve the use of technology in your classroom?
Task 1
Materials: An introduction to quality literacy teaching, pp
Handout: Session 3 Task 1: Using technology for quality literacy learning and teaching
Ask participants to complete the last two sections individually. Share if there is time (Allow approx. 10 mins)
Link: We will now look at how we can use NAPLAN to support literacy learning and teaching.

42. Catering for diversity in the classroom
Task 3
Read page 32. As a group:
Reflect on your literacy assessing, planning and teaching in regard to the strategies listed as dot points
Discuss and record the practices that your school currently uses for all students
Discuss and record the practices that your school uses for a group of learners with particular needs, eg. disabilities, ESL, Aboriginal, etc
Indicate the strategies that you will include or further emphasise in future as part of your classroom assessing, planning and teaching.
Discuss in your group what you will include/emphasise and how you will do this.
Materials: An introduction to quality literacy teaching, p. 32.
Handout: Session 3 Task 3: Catering for diversity in the classroom
Distribute handout.
Outline the instructions for the activity: In this section of the guide we consider the diverse range of needs of our student population, and what we, as effective literacy teachers, should do, to cater for these needs. Read through page 32 and record on your Task 3 handout how the school caters for the needs of its students generally, in relation to the dot points listed.
Next, identify a particular group of students in your class or the school and record how you/the school caters for their specific needs on the right-hand side of your handout.
Finally, consider and share what strategies you will need to include/emphasise in the near future, to cater for the needs of your specific group of students.
It would be useful, if you have Aboriginal students, to read Appendix 3 on page 40, as this recommends ways of supporting Aboriginal students in particular.
Allow up to 15 minutes for this activity.
Link: We will now look at other resources available to support you in the implementation of quality literacy teaching in your classroom.

43. Further literacy resources
For information about the most current and up-to-date literacy materials, resources and professional learning programs and packages visit the Literacy website:
Materials: An introduction to quality literacy teaching, p. 33.
Inform participants that: Page 33 of the guide directs teachers to the Literacy website for up-to-date resources.
Explain to participants how to navigate to this site:
DET portal - DET Intranet - Curriculum resources - Curriculum support - Literacy
If possible, click the link to browse the website live, highlighting the location of relevant materials; in particular, visit:
Literacy Plan and Policy
Literacy Publications: all current literacy publications including An introduction to quality literacy teaching, Literacy Teaching guides, K-2 Literacy continuum, Best Start literacy assessment resources, as well as all previous State Literacy Strategy publications are located here for download.
Literacy professional learning programs: includes information about registered professional learning programs: Focus on Reading 3-6 and Literacy on Track.
Literacy professional learning workshops and short courses: downloadable professional learning materials, including this short course and other titles relating to aspects of An introduction to quality literacy teaching.
Literacy professional learning packages: provides a range of materials linked to relevant literacy teaching issues. Scroll down to show participants the range of topics covered, including teaching comprehension, teaching Aboriginal students and literacy and technology.
National Literacy and Numeracy week: contains direct links to several videos and papers of prominent academics whose work is particulary relevant to the current directions of literacy teaching and learning. These include Dr Kaye Lowe, Professor Peter Freebody, Dr Scott Paris and Professor P. David Pearson.
Parent materials: provides downloadable materials for schools to use with parents.
Link: Before concluding this session, we will look at the appendices included in the document as they are integral to your understanding and implementation of the document.

44. Appendices Included in the appendices are:
The NSW Literacy K-12 policy pp
Websites for additional information and support p. 39
Supporting Aboriginal students p. 40.
Materials: An introduction to quality literacy teaching, pp
Ask participants to: Refer to pp , Literacy K-12 policy and read the introductory comments and the Policy statement.
Explain that: This policy underpins literacy teaching and learning in the NSW DET. It defines literacy, outlines literacy teaching and describes literacy assessing and reporting.
State that: The most current version of the policy is on the Literacy website.
Ask participants to: Refer to p. 39, Websites for additional information and support and scan the websites that are available for teachers and discuss how you might use these websites to support your literacy teaching.
Ask participants to: Refer to p. 40, Supporting Aboriginal students and summarise the key points and implications.
Mention that: As previously mentioned, the Literacy website has a professional learning package that can be used to assist teachers to support Aboriginal students.
Link: We’ll now spend a few minutes reflecting on your learning from this session.

45. Reflection activity- What have you learned?
Reflection is not profitable unless it affects practice
Edwards-Groves, 2003
Task 4
Task 4
1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students.
6.2.1 Reflect critically on teaching and learning practice to enhance student learning outcomes.
6.2.3 Engage in professional development to extend and refine teaching and learning practices.
Use the Reflection task to evaluate your own participation and learning as a result of undertaking this course.
Handout: Session 3 Task 4: Reflection
Remind participants that: Reflection is an important part of the learning process .
As previously acknowledged, this course addresses these professional teaching standards.
It is therefore relevant that you evaluate your own level of engagement and learning against these standards.
Ask participants to: Read the slide outlining the reflection activity, then complete the task using Session 1 Task 4.
CLICK to bring in the reflection slide while participants engage in reflection.

46. REFLECT ION REFLECT ION
Depending on time, there may be opportunity to discuss/share participants’ final Reflections.
Collect reflection sheets from participants to provide feedback to presenters on the level of satisfaction/learning with this professional learning course.
If this short course has been scheduled as an event on presenters will need to enter each participant’s course completion status. If necessary, remind any new scheme teachers to record this course on if they have completed the course requirements.

47. Bibliography
An introduction to quality literacy teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW.
Edwards-Groves, C.J (2003) on task focused literacy learning. Primary English Teaching Association (PETA), Sydney, NSW.

48. End of part 3.