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

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Early career teacher induction:

Literacy middle yearsWorkshop 2

Literacy teaching and the four resources framework

Workshop 2Early career teacher induction: Literacy middle years

Outcomes: Workshop 2

• understanding of a variety of appropriate resources and materials that engage studentsand support their learning

• understanding of the nature of the increasing technical and subject specific syllabus demands required of students in Stages 3 and 4

2Workshop 2Early career teacher induction: Literacy middle years

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.

3Workshop 2 Early career teacher induction: Literacy middle years

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 textand reference books

• adjusting reading rate to purpose• understanding and using graphic, written and

visual text4Workshop 2

Early career teacher induction: Literacy middle years

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.


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


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.


Research on adolescents’

literacy achievements


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.


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.

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Early career teacher induction: Literacy middle years

SMART data


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


Literacy teaching in NSWKey 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.


The Four Literacy Resources

– code breaking– meaning making– text using– text analysing


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 wordsNominalisation: e.g. “The original

construction was…”: replaces: “It was originally constructed…”


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 experience2. 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.


Documents

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