1. 1 Early career teacher induction: Literacy middle years Workshop 2 Literacy teaching and the four resources framework Workshop 2 Early career teacher induction: Literacy middle years

2. Outcomes: Workshop 2 understanding of a variety of appropriate resources and materials that engage students and support their learning understanding of the nature of the increasing technical and subject specific syllabus demands required of students in Stages 3 and 4 2 Workshop 2 Early career teacher induction: Literacy middle years

3. Professional teaching standards NSW Institute of teachers 6.2.3 Engage in professional development to extend and refine teaching and learning practices 6.2.8 Demonstrate knowledge of the application of relevant policy documents in schools 3.2.4 Select, develop and use a variety of appropriate resources and materials that engage students and support their learning. 3 Workshop 2 Early career teacher induction: Literacy middle years

4. Middle years: from ‘learning to read’ to ‘reading to learn’ Increased emphasis on independent reading and research requires explicit teaching about: reading for meaning using steps of the information process unpacking dense, technical language of expository text and reference books adjusting reading rate to purpose understanding and using graphic, written and visual text 4 Workshop 2 Early career teacher induction: Literacy middle years

5. Middle years: increase in subject - specific literacy The language required by different subject areas is often specific to the subject. Consider how the word ‘figure’ has different meanings in different subjects. Literacy is best taught explicitly within and alongside the teaching of content in the KLA. 5 Workshop 2 Early career teacher induction: Literacy middle years

6. Middle years: independent learning, study & organisational skills Adolescents may require explicit teaching and support about setting up and following a timetable for school or home use how to use the library, the internet, a reference book how to study for different subjects how to make notes 6 Workshop 2 Early career teacher induction: Literacy middle years

7. Middle years: moving towards more technical writing All teachers of Years 5-9 students need to reflect high expectations about the quality and quantity of student writing. All subjects should provide opportunity for extended responses e.g. essay writing. Allow time in class for students to write at least one aspect of an extended response. Demonstrate how to add technicality. 7 Workshop 2 Early career teacher induction: Literacy middle years

8. Research on adolescents’ literacy achievements 8 Workshop 2 Early career teacher induction: Literacy middle years

9. National assessment program: literacy and numeracy (NAPLAN) In NAPLAN, literacy includes: language Conventions (which comprises spelling, grammar and punctuation). writing reading Numeracy comprises: number algebra, function and pattern space measurement, chance and data. 9 Workshop 2 Early career teacher induction: Literacy middle years

10. NAPLAN: whose responsibility? NAPLAN information will be relevant to teachers to ensure student achievement of syllabus standards Literacy K-12 policy: 1.2.6 Teachers K-12, across all key learning areas, are responsible for the teaching and learning of literacy skills, knowledge and understandings. 10 Workshop 2 Early career teacher induction: Literacy middle years

11. SMART data 11 Workshop 2 Early career teacher induction: Literacy middle years

12. Literacy teaching in NSW All teachers are responsible for developing and implementing an explicit and systematic, balanced and integrated approach to the teaching of literacy 12 Workshop 2 Early career teacher induction: Literacy middle years

13. Literacy teaching in NSW Key messages: All teachers are teachers of literacy. Literacy is required by Board of Studies syllabus documents. Literacy is best learned through an explicit, systematic, balanced and integrated approach. The Four Resources Framework provides a consistent approach across KLAs and stages. The NSW Quality Teaching model focuses discussion and reflection on planning, teaching and assessing. 13 Workshop 2 Early career teacher induction: Literacy middle years

14. The Four Literacy Resources – code breaking – meaning making – text using – text analysing 14 Workshop 2 Early career teacher induction: Literacy middle years

15. Technical language “… an astronomical observatory for marking significant events on the prehistoric calendar.” Technical vocabulary: astronomical, observatory, prehistoric Grammatical structure: one long noun group including 2 phrases Polysyllabic words Nominalisation: e.g. “The original construction was…”: replaces: “It was originally constructed…” 15 Workshop 2 Early career teacher induction: Literacy middle years

16. Literacy learning experiences Share a quick overview of a unit you are currently teaching, or plan to teach. Prepare information about the learning experience to share with others in the group. 1.Describe the learning experience 2.At what point in a unit of work would you use this learning experience? 3.Why would you use this learning experience? 4.How would you support students to complete the task? Think about how the literacy learning experience you have been given could be used to support student learning. 16 Workshop 2 Early career teacher induction: Literacy middle years