Curriculum Support Document Planning for Literacyieapng.net/curriculum/english/docs/plan.pdf · 2018-07-22 · GRADUAL RELEASE OF ... level reading performance. Literacy Block It

INTERNATIONAL EDUCATION AGENCY OF PNG

CENTRE FOR PROFESSIONAL DEVELOPMENT

Curriculum Support Document

Planning for Literacy

2016

Contents

Overview ................................................................................................................................................. 2

Lower Primary Suggested 2-Hour Balanced Literacy Block .................................................................... 3

Upper Primary Suggested 2-Hour Balanced Literacy Block .................................................................... 4

The Literacy Block ................................................................................................................................... 5

Four-part Literacy Lesson Structure ........................................................................................................ 6

Planning Documents ............................................................................................................................... 9

Curricular Links ........................................................................................................................................ 9

Differentiation ......................................................................................................................................... 9

Reflection and Annotation of Plans ...................................................................................................... 10

Planning Support Doc.docx 2

Overview

Each school is unique; the age and number of children, the staff (including classroom assistants),

the physical environment and available resources will all influence planning. However, the IEA’s

values and principles for learning and teaching are fundamental in shaping our curriculum and

teachers’ planning should reflect this.

Assessment informs teaching so you can plan for a child’s next steps and support them to achieve

these. These continuous observations provide the basis of information for more in-depth

assessment and evaluation that is integral to making decisions on how best to meet children’s

needs.

Assessment contributes to evaluation, revision, and development of planning.

(http://www.education.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/assessment-for-learning/)


Lower Primary Suggested 2-Hour Balanced Literacy Block TIMIN

G TEACHING COMPONENT

GRADUAL RELEASE OF RESPONSIBILITY

THE

REA

DIN

G S

ESSI

ON

10 - 15 mins

Connect & Engage connect to prior learning active background knowledge

Instruct & Model phonemic awareness and phonics

use of Phonics Kits

I Do It For You We Do It Together

~15 mins Guided & Independent Practice – Round 1 You Do It Together

I Support You As Needed

You Do It Independently Guided Reading Group & Literacy Stations

15 - 20 mins


Instruct & Model Shared Reading

modelling of decoding, fluency and vocabulary strategies

Interactive Read Aloud modelling of comprehension strategies

I Do It For You

Collaborative Practice strategy practice during whole group with the students

We Do It Together

~15 mins Guided & Independent Practice – Round 2 You Do It Together


You Do It Independently

Guided Reading Group & Literacy Stations

~15 mins Guided & Independent Practice – Round 3

Guided Reading Group & Literacy Stations

~ 5 mins Share students share impact of strategy on

reading or comprehension

We Share Our Learning

THE

WR

ITIN

G S

ESSI

ON

15 – 20 mins


Instruct & Model Shared Reading for Writing

analyzing text, reading as a writer Modelled Writing

writing a text for the students to see

I Do It For You

Collaborative Practice Shared Writing

writing a text with input from the students

We Do It Together

20 – 30 mins

Guided & Independent Practice You Do It Together



conferring with individuals and small groups independent writing and peer conferencing

~ 5 mins Share provide opportunity to share writing revise student work sample together


LEA

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Upper Primary Suggested 2-Hour Balanced Literacy Block

TIMING TEACHING COMPONENT GRADUAL RELEASE OF

RESPONSIBILITY

THE

REA

DIN

G S

ESSI

ON

20 - 25 mins


Instruct & Model Interactive Read Aloud

modelling of comprehension strategies

I Do It For You

Collaborative Practice strategy practice during whole group with the

students

We Do It Together

40 – 50 mins

Guided & Independent Practice 2 – 3 Guided Groups and

partnered/independent strategy practice

You Do It Together



~ 5 mins Share students share impact of strategy on

understanding of text correct any misconceptions


THE

WR

ITIN

G S

ESSI

ON

15 – 20 mins


Instruct & Model Shared Reading for Writing

analyzing text, reading as a writer Modelled Writing

writing a text for the students to see

I Do It For You

Collaborative Practice writing a text with input from the students

We Do It Together

20 – 30 mins

Guided & Independent Practice conferring with individuals and small groups independent writing and peer conferencing

You Do It Together



~ 5 mins Share provide opportunity to share writing revise student work sample together


LEA

RN

ING

FO

CI

LEA

RN

ING

FO

CI


The Literacy Block (refer to Literacy Block Models above - Upper and Lower)

The order the reading and writing components on the Literacy Block are taught each day are

suggestions only, however it is important children are not sitting on the mat for long periods of

time hence the modelling and instruction sections of the models are split up with group and

independent tasks. It is essential Reading and Writing are taught every day.

The weekly planning formats provided for lower and upper grades reflect the Literacy Block

Model too. They are also examples only and as long as all the components are planned for each

week, schools may develop their own proformas.

Year 3 is a transitional year between the upper and lower models. At the beginning of the year

many students will still need literacy stations which would include fluency, phonic and word

work tasks. As students become more proficient readers they move to more independent reading

time where their reading and comprehensions skills and strategies can be developed and stamina

built. Students in Grades 1 and 2 who are independent readers would also have a focus of

independent and partner reading during Group and Independent Reading times.

Lesson plans need to be constantly revised to accommodate new assessment information, and

lessons need to be customised to suit the learning needs of individual students. Effective reading

instruction for all children is achieved through differentiated instruction. Our commitment is to

identify children who are reading below grade level, or who are otherwise at risk for reading

problems, and provide these students with instruction that is differentiated for them based on

need. Differentiated instruction will help children make the progress necessary to reach grade

level reading performance.

Literacy Block

It is optimal that across the grades from Prep to Gr 5, a two hour block is set aside, five days a

week for English Instruction. In the junior classes this should be uninterrupted by such things as

specialist lessons or assemblies. In Grades 6 and above this may reduce to 90 minutes as students

require less basic reading skill instruction.

The IEA Literacy Block has been developed from the Readers Workshop Model first written about

by Donald Graves in 1983 and further adapted by such educationalists as Lucy Calkin, Nancie

Atwell, Stephanie Harvey and Ann Goudas. It is a way to structure English that gives students the

bulk of time to do the work of learning. The concept is born in Grave’s premise that children learn

to read and write by working at reading and writing.

Reading Block Components

Components Prep/Gr 1 Gr2/3 Upper Gr 4- 6

Phonics/word work Daily Daily 2/3 days per week

Shared Reading 4/5 days per

week

3/4 days per week 1/2 days per week -

Interactive Read Aloud 1/2 days per

week

2 days per week 3/4 per week

Guided Reading 3 groups per

day

3 groups per day 2 per day plus individual

conferences


Writing Block Components

Components Prep Grs 2/3 Upper

Modelled/Shared Writing every day every day at beginning of writing unit

and throughout as needed

Independent Writing every day every day every day

Guided Writing 1 per day

1 on 1

conferences as

needed

1 per day

1 on 1 conferences as

needed

1 per day

1 on 1 conferences as

needed

Four-part Literacy Lesson Structure

Lessons in the Literacy Block revolve around a four-part structure: The learning intention comes

from the relevant outcome elaborations and is what is taught, modelled practised, shared and

assessed.

Example:

Outcome: 2.R.CO.101 Use a range of strategies to read short texts and demonstrate

understanding

Outcome Elaboration: Use background knowledge and clues from text to make predictions

Learning Intention: We are learning to make predictions when we read using our background

knowledge and the text.

Lesson:

Connect and Engage – a short time at the beginning of each lesson where teachers:

o Connect to previous learning

Eg We are learning how to make predictions when we read. Can you remember what we use

when we predict? Talk to your partner about what you remember (background knowledge and

the text).

o Engage children in new text. Eg I found this book yesterday and knew you would all be as fascinated as I was….

o Check for background knowledge re topic

Eg What animal can you see on the cover? Who knows anything about this animal? Turn and tell

your partner everything you know. This is our background knowledge. It is important that we

think about what we already know – our background knowledge – as we read.

Model and Instruct – a short 10 to 15 minute lesson where the teacher models and instructs the

students in a particular reading or writing skill/strategy.

Teacher sets purpose. Eg Today I am going to make predictions while I read this book. I will start with just the cover here.

Predicting is making guesses about what will come next in the text we are reading. We should make predictions a lot when you read. It helps us to think about what to expect. It actively engages us and connects us to the text. We use our background knowledge and the text to make a guess about what will happen. We should be able to back-up our predictions by saying I think this will happen because I


know/I can see/I read. While we are reading you should stop every time something important happens and make a prediction. Teacher models using think alouds. Eg Hmm…I see a picture of an owl. It looks like he—I think it is a he—is wearing pyjamas, and he is

carrying a candle. I predict that this is going to be a make-believe story because owls do not really wear pyjamas and carry candles. I predict it is going to be about this owl, and it is going to take place at night-time. The title will give me more clues about the book; the title is Owl at Home. So this makes me think even more that this book is going to be about the owl. He will probably be the main character. And it will take place in his house. Okay, I have made some predictions about the book based on the cover. Now I am going to open up the book and begin reading………………………

Teacher releases responsibility. Eg I’ve made some good predictions so far in the book. From this part on I want you to make

predictions with me. Each of us should stop and think about what might happen next. . . Let’s look at

the anchor chart to remind us how our thinking will start…Yes we will start by saying I think or I

predict. Make sure you can tell me why you have that prediction. Look at the text and use your

background knowledge to help you make the prediction like I did the other day with the Owl at Home

Book and the other 3 I have read to you. Share your thinking with your talk partner and I will come

around and listen to your thinking. Okay, now let’s hear what you think and why.….

Practise – where the teacher releases the responsibility to students to read and write and talk as

they practise the reading and writing skills/strategies. During this time in the junior classes,

students work at reading in Literacy Stations and in Guided Reading groups. In writing they work

independently and in Guided Writing groups. In senior classes students work at reading at

Independent Reading, in book clubs or Guided Reading groups and Independent Conferences. In

writing they work in small Guided Writing groups and writing independently.

Guided Reading example:

I’ve called the four of you together for guided reading to work on making predictions while you read this and other books. Tell me why good readers make predictions? How were we making predictions this week? Yes…Now you will have a go by yourselves today. I am here to help if you need it. After every few pages I will ask each you to stop and make a prediction. We will talk about your predictions and then read on to see if they come true. You will need to be able to use the anchor chat or your bookmarks to help you.

After reading: How did using that strategy help you understand the text?

Independent Reading example:

It is time for Independent Reading. As you read today, remember what we have been working on—

making predictions while we read. Be sure to make predictions every two or three pages. Ask yourself

why you made the prediction you did— what made you think that? Check as you read to see whether

your prediction came true.

Each of you has sticky notes, every few pages stop and make a prediction and write your prediction on

the sticky note. Check as you read to see whether your prediction came true.

Share – A short time at the end of each component when students share their thinking and

understanding of the skill/strategy they have been practising. This can be shared with their

learning partner or the teacher may chose a couple of students to do this. The learning intention

is reviewed and any misconceptions cleared up.


Assessment:

Can student use text and background knowledge to make verbal predictions.

Can student justify their predictions using the text and their background knowledge? Can

students record predictions using………………………

Evidence that will enable you to answer these questions can be collected in a number of

different ways:

Observations as children talk with their talk partners and you

Their thoughts written on sticky notes (collected, photo-copied or photographed)

These can then be recorded as anecdotal notes, on rubrics or checklists.


Planning Documents

Year and Term Overviews

Sample year and term overview proformas are included in this document. These are suggestions

only and if schools are happy with their own they can use them. It is essential however, that all

aspects of the English Curriculum are covered. English strands are listed separately in the

curriculum document but it is expected that they are taught in an integrated way eg when

teaching inferring during Interactive Read Aloud, teachers would use comprehension, fiction or

non-fiction strategies, visual cues and speaking and listening outcomes to plan lessons.

Weekly Plans

The weekly planning samples provided for lower and upper grades reflect the Literacy Block

Model. They are examples only and as long as all the components are planned for each week,

schools may develop their own proformas.

Sample plans have been developed for this support document. These examples are not to be cut

and pasted but used as a guide by teachers when writing their own.

Sample planning documents

Included are sample plans as a guide for teachers. These are sample plans and should be used as

a guide ONLY.

Yearly and Midterm Phonics/Word Study Plans for P to Gr 3

Yearly and Midterm plans for Gr 2 Writing

Yearly and Mid-term Plans for Gr 2 Reading

Weekly plan for Upper and Lower Grades

Phonic Kit Overviews – The year and term plans for Phonics/Word Study have been completed

using all the lessons provided in the kits. Teachers may not have to teach every lesson if their

students have already achieved some these outcomes. The Overviews are just a guide as to what

would need to be accomplished over the course of the school year. Teachers may need to spend

more time on some skills and strategies and less time on others. Some may need to be repeated

over a few days or just revised quickly.

Conduct ongoing assessment to enable effective planning and teaching.

Curricular Links

Making links between curriculum subjects and areas of learning can deepen children’s

understanding by providing authentic opportunities to reinforce, apply and enhance learning.

Children see a purpose for their learning eg We are learning to write a report in English so we can

write our Science reports for the Science Fair.

Differentiation

Differentiation means tailoring instruction to meet individual needs. Differentiation doesn’t mean

providing a student with an alternative easy activity that will never lead to achievement of an

outcome. It means teachers have to tailor their instruction, support and resources so each child


receives the support they need to achieve the planned outcomes. Support can be provided

through-

supportive resources (eg levelled texts, electronic dictionaries, taped instructions,

mentor texts)

providing auditory and visual instructions

extra individual and group support from the teacher, learning partner or CA

adaption of culminating projects/tasks options (eg create a puppet show to report on

class topic)

varying the length of time a student may take to complete a task

provide ongoing assessment and feedback

flexible groupings

extra support from learning environment (eg seated with learning partner, desk in quiet

spot, seated close to front)

developing routines that allow students to get help when needed and move around room

more often

Reflection and Annotation of Plans

It is important to reflect on your teaching. An easy yet consistent strategy for keeping track of

your teaching is to annotate directly onto your plans. Some teachers keep a more detailed

Reflection Journal.

Observations (What happened?)

Think about:

Did you get everything finished? Why?

What aspects of your lesson were implemented differently than you planned? Why?

If you were going to teach this lesson to the same group of students, what would you do

differently/the same? Why?

Analysis (How effective was the lesson?)

Consider:

To what extend did the students learn what was intended? How do you know?

Were your teaching methods and learning experiences effective? How do you know?

In what ways were your activities effective? How do you know?

Were the instructional resources effective?

Which students had difficulty or found today’s lesson easy? Why? How will you extend or

support them next lesson?

How will you use that assessment to make further instructional plans? What are the next

steps?