1. Foundation Literacy
P-12
Loddon Mallee Region

2. CONTENTS Breakthrough Framework P 3 Literacy Beliefs P 4
Climate for Learning P 6
Effective Literacy in Classrooms P 7
Gradual Release of Responsibility P 8
Literacy Elements P 9
Read Aloud P 10
Shared Reading P 13
Guided Reading P 17
Independent Reading P 21
Quality Speaking and Listening P 26
Write Aloud P 31
Shared Writing P 34
Guided Writing P 37
Independent Writing P 40
Observation and Assessment P 44
References P 47
Resources P 48
Last Updated July

3. Moral Purpose Professional Learning
Building
Leadership
Capacity
Moral Purpose
Professional
Learning
Precision
Personalisation
‘Breakthrough Framework’
Breakthrough- Fullan, Hill & Crevola
Assessment Data
Daily Instruction
Readiness to learn
Appropriate Pedagogical experiences
Professional Learning
Focused daily learning of teachers individually and collectively 3

4. LITERACY BELIEFS
All students come to school with individual strengths, needs and diverse literacy experiences
Parents and the wider community are partners in the success of school literacy learning
All teachers are teachers of literacy
Extended blocks of time are essential to practice and apply skills and strategies, modelled by teachers and by other students
Immersion in meaningful print, and access to a rich array of texts develops literacy learning 4

5. LITERACY BELIEFS (CONT)
6. Whole class, small group and individual instruction, allows students to learn from instruction and from each other
7. Students become independent, experienced readers and writers when each day includes time to be read to, to read with peers and to undertake independent reading and writing challenges
8. Students learn literacy best when they have real life purposes for reading and writing 5

6. CLIMATE FOR LEARNING Strong literacy learning environments provide
students with choices, responsibilities and the
opportunity to interact as they read, write, speak,
listen and view.
Classrooms are settings where interactive and
individual activity takes place, supported by
organisation and access to essential
resources. 6

7. EFFECTIVE LITERACY IN CLASSROOMS
A range of literacy elements should be taught in classrooms each day
High quality instruction and effective teaching for each student across a range of literacy elements
Reflection time follows each reading and writing workshop. Students question, analyse and discuss their own and others’ learning
Reading, writing, speaking, listening and viewing are interwoven
Two hours uninterrupted literacy time – Primary
Focused daily instructional time – Secondary 7

8. GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
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
SHARING
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
GUIDING
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
APPLYING
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations
The student participates by actively attending to the demonstrations 8
Role of the student
Pearson & Gallagher 8

9. LITERACY ELEMENTS Read Aloud Shared Reading Guided Reading
SPEAKING & LISTENING
OBSERVATION
&
ASSESSMENT
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Write Aloud
Shared Writing
Guided Writing
Independent Writing 9

10. READ ALOUD Description
Reading quality literature and text to students is
referred to as “Read Aloud”.
Read Aloud must occur several times daily for a
variety of instructional purposes.
It should involve the whole class, small groups and
individual students. 10

11. READ ALOUD Classroom Indicators- Instruction
Student engagement is evident during text reading. For example, debating, imagining, identifying, laughing, spontaneous comment
Teachers demonstrate reading as a valuable and enjoyable activity and model this
Teachers use a variety of carefully selected texts to expose students to language structures, how texts ‘work’ and how to gain meaning from text
Instructional focus may be problem solving, fact finding, text types, analysing, inferring, author study 11

12. READ ALOUD Classroom Indicators- Resources
Many quality texts, diverse in style, topic and level of difficulty, well displayed and easily accessible
Examples of text may include magazines, texts and newspapers
ICT, Listening Centres
Well resourced, inviting classroom and central libraries
Blocks of time scheduled for reading activity 12

13. SHARED READING Description
Shared Reading is whole class teaching in a
supportive environment, using enlarged print and
high quality text.
Teachers select text well suited to strategic
instruction.
Students and teachers share the task of reading a
text which might otherwise prove too challenging. 13

14. SHARED READING Classroom Indicators- Instruction
Clear instructional focus e.g.
- Text features and structures Problem-solving
- Re-reading and self monitoring Finding evidence
Demonstration of how the reading process works
Teaching for effective use of reading strategies
High level questioning
Where appropriate, teachers schedule opportunities to promote familiarity and memorisation through repeated readings
Daily instruction – 20 minutes 14

15. SHARED READING Classroom Indicators- Instruction (Continued)
Using enlarged text students discover what is relevant to becoming a reader – challenging and deepening thinking, questioning, self monitoring, self correcting, sampling, confirming
Using enlarged text to enrich literacy experiences e.g. varying the way texts are presented to clearly emphasise enjoyment
Using enlarged text to analyse different text types and styles 15

16. SHARED READING Classroom Indicators- Resources
Many short, enlarged print text selections
charts – short factual and narrative
text selections e g. science experiment, newspaper reports, magazines and current affairs websites
songs, chants, poems and rhymes
big books – all text types
Enlarged texts and charts well displayed in easily accessible storage
Interactive whiteboard, data projector & overhead projector 16

17. GUIDED READING Description
The teacher and a small group of students talk,
read and think their way purposefully through a
common text, working collaboratively. 17

18. GUIDED READING Classroom Indicators- Instruction
Teachers:
group and regroup students using ongoing observation and assessment
carefully plan strategic reading instruction and explicitly teach small groups of students
select texts appropriate for the common instructional needs of the group
promote active engagement in thoughtful group discussion
Time scheduled daily - each group approx. 20 minutes 18

19. GUIDED READING Classroom Indicators- Instruction (Continued)
Students, with assistance by teacher:
engage in text orientation and activate prior knowledge, connections and thinking
deepen comprehension
develop prediction skills and understanding of the reading and writing processes
use other students to help solve problems
question ideas of the author
ask questions a reader asks when reading 19

20. GUIDED READING Classroom Indicators- Resources
Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher
Small group organisation & tasks are clearly defined and visible e.g. management board 20

21. INDEPENDENT READING Description
Independent reading is central to successful
reading development.
Students select and read engaging and interesting
material daily, independently and individually.
They share information about what they read. 21

22. INDEPENDENT READING Classroom Indicators- Instruction
Time must be scheduled daily for independent reading to occur. A structured take home reading program for all primary students is expected.
For secondary students, a structured reading program is essential in addition to library borrowing.
Students:
promote books to others – share time is scheduled
practice reading at home each night and a home and school partnership is fostered
practice what has been taught in whole class, small group and individual reading activities 22

23. INDEPENDENT READING Classroom Indications- Instruction (Continued)
Teachers:
act as models, promoting reading of quality literature and texts
discuss and enjoy texts with individual students, observing what they know and can do
provide guidance with text choice - noticing when students choose texts beyond their control
guide choices to incorporate just the right amount of reading challenge
monitor choice to ensure a broad range of successful and enjoyable reading experiences 23

24. INDEPENDENT READING Classroom Indication- Resources
Classroom environments foster enjoyment, and appreciation of reading
A range of high quality literature is accessible in classrooms, and central libraries
Wide range of interest and difficulty levels
School library is closely linked to classroom reading programs
Partner reading arranged with peers and adults
Well organised take home and library programs 24

25. The teacher’s role changes from one of initiating, modelling and guiding to one of providing and then observing, acknowledging and responding. (Mooney) 25

26. QUALITY SPEAKING & LISTENING Description
Quality conversations take place with students daily, using focussed dialogue as the catalyst for teaching and learning.
Oral language requires formal and informal experiences to convey and receive meaning.
It involves the development and demonstration of knowledge about the appropriate oral language for particular audience and occasions.
Speaking and listening involves whole class, small group and individual instruction, and promotes talk with and by individual students. 26

27. QUALITY SPEAKING & LISTENING Classroom Indicators- Instruction
Rich, purposeful speaking and listening opportunities, which are both spontaneous and intentional, are provided so students can formulate and articulate ideas
Students experience a broad range of speaking and listening activities e.g. public speaking, individual, group and whole class discussion, reports, interviews etc
‘Talk’ is integral to all domains – eg. reasoning, analysing, debating, persuading, explaining, and reflecting
Vocabulary is intentionally developed to enable students to clearly express opinions, understandings and intentions 27

28. QUALITY SPEAKING & LISTENING Classroom Indicators- Instruction (Continued)
Students are involved in presentations both formal and informal. They are aware of the range of contexts, purposes and audiences
Students listen attentively to factual spoken texts and identify topics, retell information accurately, ask clarifying questions, contribute information and justify opinions
The best speaking and listening behaviours are modelled by both students and teachers e.g. eye contact, intonation, expression 28

29. QUALITY SPEAKING & LISTENING Classroom Indicators- Instruction (Continued)
Students give their own talks and presentations. They learn from and build on, the ideas of others
Students participate in story telling experiences
Teachers observe and use student experiences to initiate and develop further conversations 29

30. QUALITY SPEAKING & LISTENING Classroom Indicators- Resources
Book Club and Literature Circles which require students to take responsibility for expressing opinions and guiding workshop group activities
Organisational structures which provide speaking opportunities each day e.g. share/reflection time, conferences, readers theatre, class meetings
Models of quality speaking and listening 30

31. WRITE ALOUD Description
Writing Aloud occurs when a teacher writes in front
of students. The teacher models techniques,
frameworks & behaviours, verbalising thinking and
what is being written.
It could involve whole class, small groups and
individual students.
Writing aloud increases student interest and
motivation and develops the quality of writing. 31

32. WRITE ALOUD Classroom Indicators- Instruction
Teachers demonstrate writing as a valuable and enjoyable activity and show this through their own personal writing
The text being composed can be seen by all students
The teacher makes explicit what she is doing, both authorial and secretarial [the thinking, ideas, content, discussion of vocabulary, format, layout, spacing, handwriting, spelling, punctuation]
Students observe the teacher in the act of writing
Sessions are brief e.g. 10 minutes 32

33. WRITE ALOUD Classroom Indicators- Resources
Text developed is displayed and used as reference point
Easel
Chart pad
Interactive whiteboard
Overhead projector
Large textas
Chalk board 33

34. SHARED WRITING Description
Shared writing is defined as the teacher and the student composing writing collaboratively. The teacher acts as scribe and expert and makes decisions about where students may scribe.
The teacher enables, supports and encourages. They invite students to participate and enjoy writing experiences they might not be able to do on their own.
Writing is negotiated, discussed, and jointly decided by students and the teacher. 34

35. SHARED WRITING Classroom Indicators- Instruction
Planned and explicit focus in writing skills and strategies is based on student needs across the domains
Teachers leads students to develop more complex ideas and language and foster their critical awareness as writers
Teachers scaffold the learning
Teachers lead students to make explicit what they are doing- the thinking, format, layout, spacing, handwriting, spelling, punctuation and discussion of vocabulary
Sessions are brief e.g. 15 minutes daily 35

36. SHARED WRITING Classroom Indicators- Resources
Text developed is displayed and used as reference point
Easel
Chart pad
Interactive whiteboard
Overhead projector
Large textas
Chalk board 36

37. GUIDED WRITING Description
The teacher facilitates writing with a group of
students of similar needs. Students are observed
closely and write with the scaffolded support of the
teacher. Students do the writing.
Students receive explicit instruction and feedback.
They are guided to write more complex texts than
would usually be written independently.
Guided writing extends the thinking of students and
generally builds on the instruction of Shared
Writing. 37

38. GUIDED WRITING Classroom Indicators- Instruction
Scheduled within writing workshop
Students are given opportunities for choice and decision making
Teachers suggest, support and assist students to clarify their ideas and understandings as writers
Teachers:
model questions that help the writer to clarify
expect students to begin asking similar questions of each other
expect student to eventually ask questions of themselves
Teachers confer with individual students about their writing 38

39. GUIDED WRITING Classroom Indicators-Resources
References e.g. charts, writing samples, dictionaries
Students have access to a variety of writing supplies: variety of paper, books, markers, pencils, crayons, and well resourced publishing centres
Information about authors
Computers
Quality literature and texts used as models for writing - print rich classrooms 39

40. INDEPENDENT WRITING Description
Independent writing focuses on students taking
charge of their own writing. Students apply
understandings, processes and strategies learnt
through supported teaching elements.
It builds fluency, establishes the writing habit,
makes personal connections, explores meanings,
promotes critical thinking and encourages the
writer to use writing as a natural, pleasurable,
self chosen activity. 40

41. INDEPENDENT WRITING Classroom Indicators- Instruction
Students may choose their own topics, draft, revise, edit and sometimes publish their own writing
Students take risks and have responsibility for working through challenges and problem solving
Students refer to previous instruction in writing skills and strategies, and this experience is evident when they write 41

42. INDEPENDENT WRITING Classroom Indicators- Instruction (continued)
Organisation for peer and teacher conferencing is evident
Writing occurs across the curriculum, in a variety of text types and for real life purposes
Spelling attempts are viewed as not incorrect but incomplete 42

43. INDEPENDENT WRITING Classroom Indicators- Resources
References e.g. charts, writing examples, dictionaries, books, internet
Students have access to a variety of writing supplies: variety of paper, books, markers, pencils, crayons, and well resourced publishing centres
Information about authors
Computers- word processing & investigation
Quality literature and texts are used as models for writing - print rich classrooms 43

44. OBSERVATION & ASSESSMENT Description
Assessment is the ongoing process of gathering,
analysing and reflecting on evidence to make
informed and consistent judgements to improve
future student learning.
Systematic observations and data are regularly
gathered and used to build a profile of student
progress.
Ongoing assessment and observation is not
confined to scheduled literacy activities. 44

45. OBSERVATION & ASSESSMENT Classroom Indicators- Instruction
Teachers use evidence of student learning to determine starting points and make judgements on student achievement
Teacher and students discuss achievement and future direction of learning
Students reflect on, analyse and monitor their own progress
Teachers can clearly articulate student progress in discussions with parents and other teachers 45

46. OBSERVATION & ASSESSMENT Classroom Indicators- Instruction (continued)
Student progress is tracked and closely monitored. Common school-wide assessment procedures are in place
Portfolios and student profiles may be kept for each student
Written records of reading behaviour (e.g.Running Records for students in the earlier phases of reading development) are used to make decisions about text choice (level of difficulty) and the important teaching decisions to be made for each student 46

47. REFERENCES Breakthrough Fullan Hill and Crevola
Literacy Teaching and Learning in Victorian Schools [Paper No 9]
Teaching for Comprehending and Fluency Fountas and Pinnell
Guided Reading Fountas and Pinnell
Conversations Regie Routman
Invitations Regie Routman
Western Australia First Steps Second Edition
Effective Literacy Practice 1-4 and NZ Ministry of Education
Victorian Essential Learning Standards DEECD
Language Enhancement Manual Loddon Mallee Region
Reading in Junior Classes NZ Ministry of Education
Reading for Life NZ Ministry of Education
Dancing With the Pen NZ Ministry of Education
Reading To With and By Children Margaret E Mooney 47

48. RESOURCES
NAPLAN resources
AIM resources
Catching on to Comprehension Pearson
A Teachers’ Guide to Genre Ridge
Strategies to Engage the Mind of the Learner Billmeyer
Skyrider Shared Reading Kit NZ
Listening Post Blackline Masters Upper Primary and Middle Primary Rigby
Developmental Reading Assessment - Kits A and B
WRAP - Writing and Reading Assessment Profile 48