Presentation on theme: "Kimberley Success Zones Forum July, 2011. 900 students from K-12 Approx 50% ESL/D speakers 9 AIEOs across K-12, 3 School Based Attendance Officers."— Presentation transcript:
Kimberley Success Zones Forum July, 2011
900 students from K-12 Approx 50% ESL/D speakers 9 AIEOs across K-12, 3 School Based Attendance Officers GIRN (Getting it Right Numeracy) 0.4 in Primary School Literacy Specialist/ Deputy full time in Primary School
Expert Review Group investigated KDHS in 2010 9 Prescribed Improvement Strategies from ERG, review of planning in Term 3 District and State level: Classrooms First, Strategic Plan for Aboriginal Education District Level: National Partnerships and School Community Agreements School Level: Strategic and Operational planning Classroom level: Whole school approaches, behaviour expectations, standards (e.g. uniform, attendance)
Promoting First Steps Spelling Strategies and vocabulary acquisition across K-12 Providing oral feedback about the language/ dialect that students are using in order to work toward the Awareness level of Making the Jump Two way teaching and learning in K-3 Timely identification of SAER – use of Individual Literacy Profiles Promoting community and parent involvement in the school
1. Guided Reading: Focus from ESL/D Language Bands: In the 2010 and 2011 Literacy Operational Plans
Guided reading is a key instructional strategy used by teachers to assist developing readers. Teachers support small groups of students who are reading at a similar level to read teacher-selected texts pitched at student’s instructional level. The teacher guides or directs the readers to sections of the text to reinforce or consolidate certain skills and knowledge. Needs to be used in conjunction with modelled and shared reading.
Group 1 Lowest PM Level 234Group 5 Highest PM Level Session 1 GR: Teacher GUIDED BOOK Vocab/ Comprehension Task with AIEO R OUTINE T ASK Reading Eggs/ Lexile Fwk Independent Reading Journal based on strategy p 273 Map of Devt I NDEPENDENT B OOK Independent Reading Journal based on strategy p 273 Map of Devt I NDEPENDENT B OOK Session 2 AIEO: Strategy based activity GUIDED BOOK GR: Teacher GUIDED BOOK Independent Reading Journal based on strategy p 273 Map of Devt I NDEPENDENT B OOK Reading Eggs/ Lexile Fwk Vocabulary Guide p87 Reading Resource Book Activities p Reading Map of Devt R OUTINE T ASK Session 3 Eggs and Individual Guided with AIEO R OUTINE T ASK RE-READ GUIDED BOOK Begin strategy based activity GUIDED BOOK GR: Teacher GUIDED BOOK Vocabulary p Reading Map of Devt R OUTINE T ASK Lexile Fwk Session 4 Vocab/ Phonics Task R OUTINE T ASK PHONICS READING BLM Complete strategy activity/ Independent comprehension GUIDED BOOK Begin strategy based activity GUIDED BOOK GR: Teacher GUIDED BOOK Lexile Fwk
Curriculum Framework and K-10 Syllabus: Reading K-3 and 4-7 Literacy Program for Kimberley Students Year K/PP, 1, 2/3, 4/5, 6/7 Essential Skills Booklet Refer to First Steps Reading Resource Book for information about reading strategies Planning based on observation of student or group needs: Diana Rigg’s Phonic and Sight Word Sequence, PM Benchmark Reading Level and First Steps Phase of Development Guided Reading Group Focus
PROCESSES AND STRATEGIES FOCUS: REVIEWING READING STRATEGIES: Modelling and reflecting on reading strategies. For example USING THE PICTURES AS A CLUE, SOUNDING OUT THE WORD, RE-READING, USING THE PUNCTUATION TO HELP WITH EXPRESSION CONVENTIONS FOCUS: PHONICS, SIGHT WORDS AND/OR PHONOLOGICAL AWARENESS PRACTICE : review the focus sounds or sounds identified from last week’s session or the Diana Rigg’s Phonic and Sight Word Sequence. INTRODUCE AND TUNE INTO THE BOOK APPLY READING STRATEGIES INDEPENDENTLY: Children move off on own or in partners (if not enough books). While the children are reading to each other, choose one child to read to you and note down the strategies that they are using on your observation grid. Guide, provide feedback and record observations. APPLY READING STRATEGIES IN A GROUP: All meet in circle. Ask chn about tricky words that they came across and what strategies and information were used. Students take turns to read parts of the text aloud. The adult provides feedback to students, guides and prompts students to reflect on their reading and records observations about the student or group. COMPREHENSION: Ask questions about the text. ACTIVITY : See First Steps Reading Resource Book Chapter 3: Conventions and Chapter 4: Processes and Strategies or see book specific activity.
Checklist the graphemes that students know Take observations about the following aspects during GR sessions - Reading strategies that students are using - Reading strategies that students need to use - Difficult graphemes - Known conventions - Fluency and expression James -Needs to learn ‘ow’ grapheme -Needs to attend to exclamation marks in expression - Using re-reading regularly -Sounding out CVC words easily
Multi ability levels- delivering to 4+ groups Organising books into levels (in sets of 6 or 8) Time taken to assess students
These guidelines were developed to ensure all staff have a common understanding of the principles and approaches to the teaching and use of Indigenous languages at Kununurra District High School. These guidelines are intended to support all staff to establish a systematic approach to the use of indigenous languages at KDHS in order to improve outcomes for all students. Consultation Process The following groups were involved in the consultation process to develop these guidelines: Kununurra DHS Literacy Committee 2008 AEIOs & District DET Representatives Mirima Council – liaison through Linguist KJ
Aboriginal English (AE) speakers may: AIEOs are able to discuss with and give instructions to students in Aboriginal English / Kriol when this will assist the students’ understanding (indicate use using wristband). AE speakers can orally translate SAE texts (print & non-print, multimedia) into Aboriginal English / Kriol – indicating to students through wristbands that they have switched languages. AIEOs can create & read texts in Aboriginal English / Kriol (e.g. books, signs, talking books etc). Write in Aboriginal English Non AE speakers may: Write in Aboriginal English when an AE speaker is not available to write. The writing/ meaning needs to be checked by your AIEO when they are next in the classroom. Copy the phrase/ oral language of AE speaking students for the purpose of providing feedback and indicating language on wrist bands.
Purpose: To use language bands to provide feedback to students about the language that they are using at school. To work toward the Awareness Level of the Making the Jump stairway. To progress the skills of ESL/D students along the ESL/D Progress Maps continuum of development.
RECORDING IN WRITING Use the red pen/ pencil when writing in AE. Use black for SAE. Explicitly discuss and record the AE/Kriol and SAE language feature differences when they arise. AE speakers should be the first port of call to write in AE. If an AIEO is not available, sound out the writing as well as possible. When an AIEO is next available, ask the AIEO to check the writing to ensure that it has been written and interpreted correctly. Aboriginal EnglishStandard Australian English I can go toilet. Bogey Liar (e.g. E liar Miss) E Can I go to the toilet? shower tricking, fake He/ she
Key messages from the sessionKey questions/ things to consider