1. EARLY WRITERS

2. LITERACY BELIEFS 1.All students come to school with individual strengths, needs and diverse literacy experiences 2.Parents and the wider community are partners in the success of school literacy learning 3.All teachers are teachers of literacy 4.Extended blocks of time are essential to practice and apply skills and strategies, modelled by teachers and by other students 5.Immersion in meaningful print, and access to a rich array of texts develops literacy learning 4

3. 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 Loddon Mallee Region. Foundation Literacy Module 5

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

5. 5 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 8

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

7. LEZANE Started school February 1 24 of 54 Letter Identification Test (mainly letter names, knew 1 sound) Words: recognised only his name

14. Lezane March 4 Knows all letter names 8 sounds still to learn TURN & TALK: What else has Lezane learnt about being a writer?

18. Lezane July 21 Sight vocab of 32+ Increasing bank of written high frequency words Reading Level 7

19. What has happened in this classroom? Link to video Shared Writing kennington march videos\shared writing prep march.AVI VID00002.AVI

20. JENNA Started school February 1 Knew 30 of 54 Letter Identification Test (mainly letter names, knew 11 sounds) Recognised only her name

28. Jenna March 4 Knows all letter names and all but 3 sounds: i, u, y

32. Jenna July 21 Independent Reading Level 9-11 Knows many words, lots about spelling What else helps Jenna be such an effective learner?

33. Knowing Themselves as Writers Metalanguage…. Students have a language to talk about what they are doing as writers. Articulate daily writing goals. Link to Reflection Time kennington march videos\reflection time prep.wmv

34. What students in Sherilyn’s class brainstormed re writing skills. July Capital letter at the start of a sentence. Full stop at the end of a sentence. Re read writing to see if it makes sense. Spaces between words. Use lower case letters in words (not capitals) Say words slowly, listen for the sounds and write down a letter or letters for the sound heard. Start letters in the correct spot. Keep letters the same size.

35. Reading & Writing Connect Reading and Writing: interactive, support each other. Research: high achieving classrooms link two. Effective teachers who have high achieving students do more writing and reading on whole texts and spend little time on stuff….activities about reading and writing. Marie Clay…. Growth in reading positively impacts writing, growth in writing positively impacts reading. Oral language/Language Experience: “What I think I can say. What I say can be written. What is written can be read.” Link to video Shared Reading. kennington march videos\shared reading prep march.AVIkennington march videos\shared reading prep march.AVI Interview 18.26

36. Raising Expectations High expectations and trusting relationships: safe to take risks, approximations welcomed and accepted Structured, planned routines All students go through similar stages of literacy development: some need more demonstrations, more shared experiences, more guided practice Intentional teaching at point of need Daily quantity does matter: students who are excellent writers write a lot

37. Raising Expectations… If conventions are under control, the writing process speeds up. Handwriting, spelling, punctuation Handwriting matters: we need to teach it (early), demonstrate it and value it Spelling matters: teach high frequency words and expect kids to use them correctly Writing notebooks: messy covers, scribble, lack of pride. “Let me show you what I expect”

38. Engaging Kids Link to interview: How Do Kids Get Into Writing 0-6.36 kennington march videos\Sherilyn Interview.AVIkennington march videos\Sherilyn Interview.AVI

39. With many thanks to Sherilyn Butler and her Prep students at Kennington Primary School, especially Lezane and Jenna

40. Resources Effective Literacy Practice in Years 5-8 Chapter 2. Knowledge of Literacy Learning Chapter 4. Instructional Strategies Chapter 5. Engaging Learners With Text VELS Standard Statements http://vels.vcaa.vic.edu.au/english/intro.html DEECD Literacy & Numeracy http://www.education.vic.gov.au/studentlearning/litnum/default.htm DEECD Literacy Professional Learning Resource http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm Regie Routman: Writing Essentials 12 Writing Essentials for All Grade Levels SKMBT_C45010072016310.pdf Fullan, Hill & Crevola. Breakthrough