LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program Session 1: Overview of the Resource

Aims of the program to deepen literacy knowledge and understanding to provide opportunities to explore the Literacy Professional Learning Resource to build the capacity of literacy leaders to work with professional learning teams

Key symbols An opportunity to work with colleagues to explore an aspect of the resource Time allocated to work on tasks An idea you may wish to try Key messages

A third column- reference the resource Activity - Double Entry Journal Double entry journal is a way to record information when exploring the resource. You can record key messages from the resource and tools/strategies to use to share this information with your colleagues. Literacy knowledge and understanding Tools/strategies to use with staff – individuals, groups and as a whole Eg. Four Resources Model – Luke & Freebody Eg. Use a Y chart to explore with your staff what the model looks, sounds and feels like in a classroom.

Sessions 1-3 (Day 1) aim to: explore an overview of the resource link theories to practice explore the structure and content: -key concepts -teaching strategies -assessment

Sessions 4-6 (Day 2) aim to: explore professional learning opportunities for whole staff, professional learning teams and individuals investigate the resource with an explicit focus develop a goal and implementation plan for your school.

About the resource This resource is for: all classroom teachers to deepen their understanding of literacy. This will inform their planning for literacy learning and assessment for all domains of the Victorian Essential Learning Standards literacy leaders in schools to plan opportunities for professional learning for the whole staff, in professional learning teams and/or for individual teachers.

About the resource cont… The resource will grow and develop over time in response to the latest research findings and feedback from practising teachers.

Also linked from the Communication domain Page

Website /teachingresources/english/default.htm

Key messages Students’ oral language is the foundation for: learning to use language using language to learn across all stages of schooling and within all domains.

Key messages A range of theories and research is required to best support all students to improve literacy.

Key messages Every teacher is a teacher of literacy.

‘Split screen thinking’ LITERACY Communication Thinking Processes Personal Learning

‘Split screen thinking’ LITERACY PERSONAL LEARNING Mindful of themselves as learners How emotions affect learning Develop skills in planning, monitoring and revising Reflecting on and modifying their learning practices

‘Split screen thinking’ LITERACY COMMUNICATION Forms, language and conventions used in different contexts Language and discourse differ across the curriculum Effectively present information, ideas and opinions in a range of forms

‘Split screen thinking’ LITERACY THINKING PROCESSESS Thinking validates existing knowledge and enables individuals to create new knowledge and build ideas and create connections between them

Key messages A balanced and integrated approach to teaching literacy is essential.

Key messages Assessment is the beginning place for supporting literacy through matching teaching strategies to individual students’ needs.

Three purposes of assessment OF  Assessment OF learning (summative) FOR  Assessment FOR learning (formative) AS  Assessment AS learning (formative)

The learner at the centre

Student Learning Whole School Self Assessment Tool

The learner at the centre Consider the element ‘Learner at the Centre’ on the whole school self assessment tool and identify which level your school is at in relation to ‘literacy learning’.

OUR EDUCATIVE PURPOSE What is powerful to learn? Victorian Essential Learning Standards What is powerful learning and what promotes it? Principles of Learning and Teaching P-12 LEARNER How do we know it has been learnt? Assessment Advice Who do we report to? Students Parents Colleagues School System

Discuss and reflect on the key messages

Key messages students’ oral language is the foundation for learning to use language and using language to learn across the stages of schooling and within all domains a range of theories and research are required to best support all students to improve literacy every teacher is a teacher of literacy a balanced and integrated approach to teaching literacy is essential assessment is the foundation for supporting literacy learning through matching teaching strategies to individual student needs by placing the learner at the centre of curriculum planning.

Activity - Wondering Wall What are your questions about the Literacy Professional Learning Resource? Create a brick for the ‘Wondering Wall’. Reference: Tony Ryan

How will the resource help me plan my program? Does the resource include assessment ideas? What is the current thinking about oral language? Does the resource link to the English Continuum? Are there practical ideas? Wondering Wall

Activity - Word Splash VELS Level 4 Teaching Strategy

Activity - Word Splash What are your predictions about the content of the resource?

ng_Paper_9-rpt-v pdf The purpose of the resource is to provide support and guidelines for effective practice for classroom teachers and school leaders as recommended in Literacy Teaching and Learning in Victorian Schools Paper No. 9 Part A August 2006 Introduction page 4.

Activity - Placemat In groups of four, read your section/s Jot down notes on ‘post it’ slips and attach them to the ‘individual’ section of the placemat As a group share your notes and record an agreed paragraph as a summary of Paper No.9 on the centre of the placemat.

Activity - Placemat Reader 1: Introduction (p.4), Student diversity (p.25) and Pathways to literacy (p.30) Reader 2: Effective literacy teaching (p.7-12) Reader 3: Teaching children to read (p.12-17) Reader 4: Building on literacy - reading and learning (p.18-24)

Get your placemat hereGet your placemat here.

Literacy Teaching and Learning in Victorian Schools Paper No. 9 Report your understandings and consider: how you will inform colleagues about the key messages from Paper No. 9 what strategies you will use.