Literacy
The importance of Language and Literacy as a teacher
Language and literacy are the foundations for learning in all other subject areas, and is for this reason I chose to complete my Masters specialisation in Literacy. All curriculum areas are important, however it is impossible to avoid the fact that they are all realised through language, in spoken and written forms, as well as cognitive processes. It has been noted that up to 80% of all learning difficulties have been related to problems learning to read. In 2017 it was recorded that 6418 immigrant or refugee students from 135 different language backgrounds entered Victorian government schools in 2016 (Department of Education and Training, 2017). With such a large number of students requiring specialised language and literacy teaching, it is important for teachers to have the knowledge to understand how to modify their practice to include their needs.
How I conduct a Literacy Block
Reading
I have observed many different styles of running reading from my experience as a teacher. Majority of what I have seen is set reading groups, where students are in the same level group consistently until they are moved up a level and have worked in this way for both classroom teaching positions. However, I really believe in continuously monitoring and assessment of students progress, and using this data to create fluid groupings. I think that it is also really important for students to have opportunities to work with students at different levels, as well as with their friends.
From my recent completion of my Masters in Literacy Intervention, I feel I have developed a strong understanding of the different approaches to reading
I have observed many different styles of running reading from my experience as a teacher. Majority of what I have seen is set reading groups, where students are in the same level group consistently until they are moved up a level and have worked in this way for both classroom teaching positions. However, I really believe in continuously monitoring and assessment of students progress, and using this data to create fluid groupings. I think that it is also really important for students to have opportunities to work with students at different levels, as well as with their friends.
From my recent completion of my Masters in Literacy Intervention, I feel I have developed a strong understanding of the different approaches to reading
|
|
Writing
|
The core teaching practices I use to teach writing include:
When teaching writing, I make sure I explicitly state to students the type of teaching I will be using to teach writing. For example if I was teaching shared writing I would say "Today I am going to teach you using shared writing. Shared writing is when you give me ideas, and I use them to write." Eventually when students become well accustomed to this, I ask them what each practice means. For example "Today I am going to teach you using shared writing. What does shared writing mean?" I always use a learning intention and success criteria for my writing lessons. This means that students are aware of what we are learning to do, and how they can be successful when attempting the task. |
Assessment
P-2 Junior
In writing lessons I take students through the correct process before publishing work. I have them in the routine of Planning, Drafting, Receiving and Giving feedback, Revising their work based on feedback, and then finally publishing work. This is an example of a planning sheet for students to make an acrostic poem on their favourite sweet.
On my final placement I realised that my students were struggling to think of words for their acrostic poem. They were fixated on coming up with words that started with the letters in their word. I found that this was distracting them from the brainstorming process. I designed a lesson solely on brainstorming so that they understood exactly what brainstorming was. This really assisted students when they went to plan acrostic poems.
Students designed an Acrostic Poem rainbow. They got to choose a word of their own choice. I think the students really enjoyed the publishing process and I observed many of them showing their parents their rainbows before school time.
For reading activities I try to think of inventive and engaging ways for students to read. I think that it is important in reading that they actually are reading. Reading is not a time for doing lots of writing. This task asks students to read instructions and then act them out to plant their very own seed.
|
This was the final display of the published acrostic poems "Poetry Pops". I really enjoy creating class displays as I think that it creates a feeling of pride amongst students. It's also helpful for parents as it displays to them exactly what their child is learning.
This is an example of a student's "Poetry Pop". The student chose to complete their work using liquorice as their chosen favourite food. As part of the publishing process students were told to look up their word in the dictionary to make sure it was spelt correct. This student evidently missed this step, however has very creatively constructed her acrostic poem.
This is an example of a Reading Activity that student's "Must Do". The activity began with an E-book called "My Dog Smells like Dirty Socks". Students had to listen for similes in the book. They then create their own similes.
Here is an example of a reading organiser. There is a sections for "Must dos" and "Can dos". If a student is in a teacher reading group then they are not required to do a must do. Using the Debono hats is an excellent way for students to reflect on the reading lesson.
|
3-4 Middle
Ebooks created using Book Creator
Students sometimes become overwhelmed at the task of drawing something. I always try to give them as many references as I can, be it images on the smart board or my own drawings.
|
I really enjoy "mini lessons" to open up any lesson, but find it particularly helpful in both reading and writing. The task above had students working in 4 groups. Each group had a different setting that they had to describe. This was a fantastic pre-assessment as it made it evident to me that many of the students struggled with vocabulary. Therefore the lesson I designed was going to be too challenging for them and they needed more enabling with vocabulary.
|
Sample Lesson Plans
P-2 Junior
This is a unit I created on my final placement for procedural writing. The students were studying sustainability at the time so I thought it would be a good idea for the procedure to have a sustainable focus such as creating new paper from old paper.
|
These word slides help students who struggle to pronounce infixations in the middle of words.
|
As stated above, during reading time students have a choice of must dos and can dos. This is a reading planner to show what one week could look like.
|
3-4 Middle
5-6 Senior
Year 5 Information Narrative Unit of Work |
This is an assignment I completed during my undergraduate degree. The brief was to create a Literacy Unit of work for a year 5 class.