Literacy Policy for Pipalyatjara Anangu · PDF filePipalyatjara School Literacy Policy 20/06/2012 ... • Pipalyatjara Anangu School Literacy Action Plan ... Implementing/monitoring

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Pipalyatjara School Literacy Policy 20/06/2012

DEFINITION Literacy is the ability to understand, analyse, critically listen and respond to and produce appropriate spoken, written, visual and multimedia communication in different contexts. Literacy involves the integration of speaking, listening and critical thinking along with reading and writing and is used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. AIMS

• individually challenge children according to ability and interests so they can reach their full potential

• base individualised instruction on effective assessment of need

• to develop in children- o a love of reading and writing o effective and purposeful literacy skills in English,

so they can function confidently in school, the community and society

o literacy skills that promote critical awareness o multi-literacy skills that assist them in interpreting

their world and connecting them to the wider world o competency in Pitjantjatjara reading and writing

(delivered by an AEW or community member) o a perception of themselves as life long learners

PROGRAM EXPECTATIONS 90 minutes of literacy work per day for Years..... Provision of a rich, resource-based learning environment ie with easy access to visuals, word banks, a variety of texts, tools etc that enhance literacy activities and student independence Accelerated Literacy lessons will occur daily – texts are located in the school library CPC to MP: Jolly Phonics UP to Sec: Lexia JP to Sec: High frequency words Children will read levelled readers daily, and to the teacher at least once per week Running Records will be taken at any time to assist planning Reading materials will be provided in the Pitjantjatjara language, with opportunities to develop first language reading skills Use of take home readers will be encouraged

GOOD PRACTICE A minimum of 3 texts are read by or to students per day (can be in English or Pitjantjatjara) Recommendation that Level 1 & 2 readers be removed and beginners start at Level 3 Colouring in and worksheet activities are to be discouraged

LLiitteerraaccyy PPoolliiccyy ffoorr PPiippaallyyaattjjaarraa AAnnaanngguu SScchhooooll

Vision statement: Engagement in learning through fun. This policy should be viewed as a continuous working document

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SUPPORT MATERIALS FOR PROGRAMMING AND PLANNING

• SACSA, National Australian Curriculum, Early Years Framework & TFEL (Teaching for Effective Learning)

• Accelerated literacy resources

• ILPs (Individual Learning Plans) & NEPs (Negotiated Education Plans)

• Levelled and age appropriate readers

• Dolch Word Kit

• ESL Scopes and Scales

• Oral language assessment rubric

• NAPLAN Tests

• PM Benchmarks

• Pipalyatjara Anangu School Literacy Action Plan

• Pipalyatjara Anangu School Plan 2010 Software programs:

o Jolly Phonics o Lexia Learning System o Kidpix, Kidspiration, Clicker 5, Create A Story and other software programs

COMPONENTS OF THE PROGRAM SPEAKING AND LISTENING Modelled talking and listening Shared talking and listening Guided talking and listening Independent talking and listening Planned, structured and modelled role play for all levels READING & RESPONDING Modelled reading (Accelerated Literacy) Shared reading Daily reading (using levelled readers) Guided reading (no silent guided reading for non-readers) Independent reading Developing fluency eg choral reading, familiar texts etc Planned opportunities will be found to develop skills in reading to an audience SPELLING (see Attachment: 4 Roles of the Reader) Teaching phonological and alphabetic knowledge Employing learning strategies including Dolch Word lists (High Frequency words), Salisbury Word list for advanced learners, chunking, word families and spelling rules, dictionary skills, proofreading and editing Encouraging children, when dealing with new words, to analyse, look at the structure, and relate this to word meaning Encouraging independent correction of spelling through developing the skills of editing and proofreading (eg Look-Say-Cover-Write-Check) WRITING Modelled writing Shared writing Guided writing Independent writing Focusing on varied text types, including student written texts Engaging the children in the writing process, ensuring that they think about both an audience and purpose for their writing Providing the opportunity for children to write every day, exposing them to a variety of texts and extended writing tasks across all learning areas GRAMMAR Functional grammar is taught in context at all stages HANDWRITING Emphasising correct posture and pencil grip to develop fluency, style and speed Cursive introduced in primary years for fluency and flow of reading & spelling Teaching word processing skills and correct letter formation

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Explicit handwriting lessons will take place in JP/MP classrooms. These lessons will incorporate the use of a handwriting book/loose leaf folder

WORK OF LITERACY SUPPORT TEACHER

Identifying students needing support

Helping teachers with planning for literacy, resources and developing ILPs and individual programs

Testing and observing students

Supporting AEWs in class literacy routines

Supporting students with speech and hearing disabilities Identifying students needing support

Helping teachers with

Improving pronunciation

Focussing on phonemic awareness, phonics, blending

Teaching high frequency words

Implementing/monitoring ICT programs that support literacy

Liaising with DECS services to support students with disabilities and special needs

ASSESSMENT & REPORTING (see Attachments: ‘First Steps’ Guide and Marie Clays’ ‘Concepts of Print’) Assessment involves teachers identifying, gathering and interpreting information about the learning achievements of their students to set the direction for ongoing teaching and learning. It allows teachers and schools to evaluate the effectiveness of teaching programs, to plan to meet the individual learning needs of all students and to report to parents.

Teachers engage in assessment by: Collecting information about students’ literacy development using multiple measures, for example:

• observing and recording behaviours during whole class, group and individual sessions, using checklists, test record sheets, standardised tests eg letter/sound identification, reading behaviours, TORCH, and comprehension tests

• using oral and written retellings of familiar texts

• testing and analysing PM Benchmarks (Running Records)- data collection for AES and DECS

• using informal running records

• using student self assessment methods eg portfolios

• enlisting support from AEWs

FORMAL TESTING AS FOLLOWS: Term 1 Term 2 Term 3 Term 4 Portfolios(continuous) Portfolios(continuous) Portfolios(continuous) Portfolios(continuous) PM Benchmarking (enter EDSAS) All classes Year 1/2 entered on to EDSAS TORCH ( above level 30) ILPs (end of term) Collect independent writing samples School entry Assessment ( Reception) Print awareness

ESL Scope & Scales (enter EDSAS) All year levels, faxed to AES ILPs (end of term) Collect independent writing samples

PM Benchmarking All classes Year 1/2 entered on to EDSAS TORCH (above level 30) ILPs (beginning of term)

ILPs (end of term)

Oral language rubrik All classes

Naplan for Years 3/5/7/9

Oral language rubrik All classes

LEXIA Years 7 + continuous READING EGGS all continuous




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PROFESSIONAL DEVELOPMENT It is expected that all teachers will develop their skills and understandings of best practice in teaching literacy by:

• attending ongoing professional development such as Accelerated Literacy, DECS Language & Literacy Course and some ESL training

• attending in-service for Lexia, Jolly Phonics, Dolch and ESL Scales and Scopes

• reading journals and articles available through professional organisations such as PETA and sharing professional reading

• visiting classrooms in and outside the school when possible

• sharing best practice with other teachers

ATTACHMENTS

TEACHING READING (see readings....)

Awareness of syllables Awareness of rhyme (very difficult for Anangu students) Awareness of initial sounds Awareness of final sounds Ability to blend sounds into words Ability to segment words into sounds Ability to delete and substitute sounds Print awareness Oral language Phonemic awareness

SEQUENCE OF TEACHING SOUNDS

s a t i p n c/k e h r m d g o u l f b ai j oa ie ee or

z w ng v oo oo

y x ch sh th th

qu ou oi ue er ar

FOUR ROLES OF A READER

GENRE PLAN JP – MP – UP – Junior Sec – Senior Sec –

DEFINITIONS

Modelled Reading Modelled reading involves reading to the class daily. Reading to children leads to acquisition of

language patterns and vocabulary and further demonstrates effective skills of reading aloud. It fosters

an understanding of reasons for reading and provides a time for reading for pleasure. Shared Reading In this approach the teacher uses enlarged texts. Through shared reading children can become

independent in reading material that would otherwise be too difficult. Shared reading is an important

part of the whole class focus and provides a vehicle to demonstrate reading strategies in a meaningful

context. A Shared Book experience may go through several stages in the course of a week or more –

introducing the enlarged text (teacher-centred), exploring the text (children join in and the teaching

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focus is planned in terms of the group needs) and independent reading (may involve reading response

activities appropriate to the reading level of individual learners). Guided Reading Guided Reading enables a teacher and a group of students to talk, read and think their way

purposefully through a text. Books are matched to the individual reading ability of the children at an

instructional level, determined by the analysis of running records. Each child is guided to be

responsible for gaining and maintaining meaning and developing strategies to achieve accuracy. The

teacher’s role is to guide the students in developing reading skills, with comprehension being central

to the act of reading. Students will engage in silent reading and the teacher may read, or have a child

read part of the text to provide support if necessary. When discussing or revisiting the text, it may be

appropriate for students to read parts aloud to answer a question or to justify an opinion. Independent Reading Within the daily reading workshop children require a time to read suitable materials independently.

A range of materials should be made available for children to practise their reading skills on familiar

and unfamiliar texts. A Home Reading programme is in place from K-3. Books are self-selected and

based on the children’s independent reading levels. Years 4-6 have a twenty-minute reading

requirement each night and children keep a reading log as a record of their reading. Reciprocal Teaching This is a useful strategy to move from the teaching of reading skills to developing depth of

comprehension. It takes the form of a dialogue between the teacher and students as they use and

develop the strategies of predicting, clarifying, questioning and summarising. For Reciprocal

Teaching, it is important to find a suitable fiction or factual text at an instructional level for the small

group of children participating. It is also useful to model the four processes prior to commencing the

strategy. Reciprocal Teaching helps readers to internalise the strategies which effective readers

employ. When engaging in reciprocal teaching strategies, the students are practising and developing

the skills required to comprehend and to learn. Readers’ Circle The purpose of Readers’ Circle is to take children beyond the usual individual response to text. It

involves a small group of children selecting a text to read. Each child must have a copy of the text

and will read individually an agreed part of the text. The children then come together to explore their

understanding and interpretations of the text.

The initial discussion should focus on the cover, author and blurb as the teacher leads the group to

make predictions on the content. After beginning the reading in their own time, the group comes

together to discuss reactions to the text, having kept notes about their likes, dislikes, patterns and

puzzles to assist them in taking part in the discussion. The teacher’s role is crucial in the early stages

in guiding the discussion and helping to make links between the comments the children are making. Modelled Writing In modelled writing the teacher provides a model of a proficient writer in progress. The teacher

‘thinks aloud’ the writing process as the modelling takes place. The students are the observers of the

writing process in action. The teacher can plan to model any aspect of the writing process or related

skills. Shared Writing This is a joint construction of a piece of text where the ideas come from both the teacher and the

students. The teacher needs to be aware of the different parts of the writing process as well as text

types, and ensure that children are exposed to a variety of each. Guided Writing Guided Writing is most commonly used during a small group focus section of the writing workshop.

The role of the teacher is to facilitate, guide and respond to the student’s thinking in the process of

composing texts. Guided Writing is when the students are constructing the text while being guided

by the teacher, to extend or support, most often when the class is engaged in an independent writing

activity. Independent Writing Students write independently to practise the skills that they are learning though modelled, shared and

guided writing. It is essential that expectations and routines are clearly established. The whole class

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focus and guided writing sessions will continue to provide strong models of writing behaviours that

will support children when they write independently for a clearly articulated audience and purpose. Modelled Talking and Listening In modelled talking and listening, the teacher provides a model of a proficient speaker and listener.

The teacher can plan to model any aspect of listening and talking and related skills. When modelling

talking and listening, teachers model different ways to ask questions, make statements and give

commands. They also demonstrate the differences between open-ended and closed questions. The

teacher encourages polite and active listening skills and draws attention to the different ways in

which spoken texts are structured. It is the role of the teacher to facilitate an understanding of the

way in which spoken texts vary according to context, audience and purpose. Finally, the teacher

should develop the children’s awareness of the role of the listener.

References: St. Philip Neri Catholic School National Principals Association New National Literacy Policy

BUILDING PHONOLOGICAL AWARENESS SKILLS WITH ANANGU LEARNERS

1. Why Teach Phonological Awareness? Phonological Awareness refers to the ability to detect and analyse the sound structure of spoken language. (Talking Literacy)

Phonics is the linking of spoken sounds (phonemes) with written letters (graphemes). (Talking

Literacy) Phonological Awareness and Phonics are related but they refer to different skills. (Talking Literacy) The implicit knowledge of Phonological Awareness skills allows children to progress to the ‘automatic’ reading and writing of texts. The application of Phonological Awareness skills allows children to be able to read and write novel words. This handout refers to the way in which Print Knowledge, Oral Language and Phonological Awareness come together to support literacy development. (I will send this next week).

2. Why Explicitly Teach Phonological Awareness in a Structured, Hierarchical Way?

Phonological Awareness learning follows a general developmental pattern (refer to handout - I will send this out next week). Skills need to be taught in a way which follows this general developmental order and which reflects that the learning of new skills is somewhat dependent upon the consolidation of previous skills. Children are typically competent in performing Phonological Awareness tasks by the end of Year Two. Eventually, children develop an implicit, or automatic, knowledge of these skills and apply them ‘intuitively’ when reading and writing. While younger children can develop syllable awareness at an early age, children often benefit from revisiting syllable level phonological awareness tasks as they move towards decoding and encoding multisyllabic words.

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Children’s literature can be used as a vehicle for teaching phonological awareness skills (Talking

Literacy). Remember to always keep the focus on structured, hierarchical teaching. Link Phonological Awareness practice and teaching with written letters. This avoids the child becoming good at Phonological Awareness (ie at an auditory/verbal level) but not really understanding how they can then apply this knowledge to reading and writing.

3. Why is it Important to Teach Phonological Awareness in Pitjantjatjara / Yankunytjatjara to Anangu?

Educating and communicating with Anangu in their home language helps them to be able to hear speech better (as the sounds of English are typically harder to hear for children suffering the types of losses experienced by the Anangu) and it helps them to understand language better because they can use their knowledge of the language being spoken to predict and maybe fill in some of the gaps when hearing is too difficult. Young children benefit from being taught Phonological Awareness for western literacy using a sound system with which they are familiar and which they can produce well. Learning western Phonological Awareness skills is transferable across languages, so start with the one which is the most accessible to Anangu speakers. Numerous speech sound and syllable shape differences exist between Anangu languages and English. These differences can be recognised and specifically taught to the Anangu to help assist them with the application of their Phonological Awareness skills to the reading and writing of English. Some specific areas where differences between languages may be most evident include:

• Anangu speakers may be especially skilled at syllable awareness given how their words are structured (ie using suffixes to add levels of meaning to words).

• The detection and production of rhyme. Pitjantjatjara words typically end with vowels. The main way we teach rhyme awareness and production is through Consonant-Vowel-Consonant rhyming words. Eg bed red fed, cat rat mat. This is a very unfamiliar or foreign syllable shape for Anangu speakers which probably makes this type of task more difficult.

• Final consonant identification tasks should be taught using visual strategies as cues (such as Cued Articulation) to help focus the Anangu on these final consonants as this is not a syllable shape in the children’s home language. Also, final consonants may be harder to hear by children who experience the type of hearing loss often suffered by Anangu children.

• Identifying and discriminating between speech sounds that occur in English but which are not present in the Anangu languages. For example, p and b, t and d, k and g, s, z, sh, f, v, th. Cued articulation can be especially helpful in explicitly teaching the Anangu children the differences between these sounds to assist their English spoken language and literacy development.

• Identifying and discriminating between English vowel sounds which are not present in Anangu languages.

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4. Developing Phonological Awareness Skills in English with Anangu Learners.

Consider the specific language environment of the Anangu. Also add the implications of very high incidences of hearing loss among the Anangu children when implementing Phonological Awareness teaching. Some strategies may include:

• Use multisensory teaching techniques. That is, when teaching a specific Phonological Awareness skill (eg Initial Sound Deletion), provide verbal input (ie “Say ‘car’. Take away ‘k’, what’s left?”), use kinaesthetic input (ie 3 children stand in front of the class, each holds one letter of the word c-a-r. The child holding the ‘c’ steps backwards when instructed to take the ‘c’ away.) and provide visual input (ie When you give the instruction to take away the ‘k’, do the Cued Articulation sign for the ‘k’ sound).

Explicit Phonological Awareness teaching can occur in addition to Accelerated Literacy programs. Aspects of Phonological Awareness skill development can then be further reinforced by being embedded within Accelerated Literacy programming. Cued Articulation created by Jane Passy is a specific program which can be used to strengthen your Phonological Awareness teaching within the classroom and with individual students to meet their specific learning needs. Cued Articulation helps children to identify and discriminate between sounds by helping children to both see and hear speech sounds. The specific hand cue for each speech sound identifies for the child where the sound is made in the mouth, the length of the sound and whether it is an oral or nasal sound. Other sound cue programs such as Jolly Phonics use a symbolic action for each sound that it is not specifically linked to the specific qualities of the speech sounds. The Earobics Step One computer program is a really useful program that also targets Phonological Awareness but in a computer program format. The use of Earobics can augment the classroom Phonological Awareness teaching occurring in your classrooms. Kids especially love engaging with this program on the electronic whiteboards!

KEY MESSAGES The explicit and structured teaching of Phonological Awareness skills and how they directly relate to reading and writing improves literacy skills. The explicit teaching of Phonological Awareness skills is especially important for Anangu children due to:

• the substantial number of sound and language differences that exist between Pitjantjatjara / Yankunytjatjara and English.

• The very high incidence of hearing loss among Anangu children. The use of multimodal teaching strategies such as Cued Articulation and kinaesthetic strategies are especially important when teaching Phonological Awareness skills with Anangu children. This is only a very introductory discussion of building Phonological Awareness skills among Anangu learners. Further consultation with Anangu will help to develop these ideas further.

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AL TEXTS at PIPALYATJARA

CPC

R/1

2/3/4

5/6/7

Secondary

2005

Term 1

Clouds

Arnold Lobel

Spooks Inc.

Paul Jennings

Term 2

Titch

Pat Hutchins

A Good Tip for

Ghosts

Paul Jennings

Term 3

Mr Biff the Boxer

J & A Ahlberg

The Twilight Ghost

Colin Thiele

Term 4

Alexander’s Outing

Pamela Allen

The Lion and the

Mouse

Arnold Lobel

Shark Bait

Colin Thiele

2006

Term 1

Snail Trail

Ruth Brown

Duck Sounds

James Moloney

The 27th Annual

African

Hippopotamus Race

Ben Hall

Stephen Gard

Term 2

The Bear’s Lunch

Pamela Allen

My Mob Going to the

Beach

Sylvia Emmerton

Lighthouse Blues

Paul Jennings

Kimberley Warrior

John Nicholson

Term 3

The Very Hungry

Caterpillar

Eric Carle

Wishing Well

Arnold Lobel

The Burnt Stick

Anthony Hill

The Happiness of

Kati

Jane Vejjajiva

Term 4

The Very Hungry

Caterpillar

Eric Carle

Rosie’s Walk

Pat Hutchins

non- AL text

68 Teeth

James Moloney

Holes

Louis Sachar

2007

Term 1

Rosie’s Walk

Pat Hutchins

A Dark, Dark Tale

Ruth Brown

Pog

Lyn Lee

Bugalugs Bum Thief

Tim Winton

Storm Boy

Colin Thiele

Term 2

The Pig in the Pond

Martin Waddell

The Pig in the Pond

Martin Waddell

The Mouse-Deer & the

Crocodile – Arnold

Lobel

Fantastic Mr Fox

Roald Dahl

The Barrumbi Kids

Leonie Norrington

Term 3

Snail Trail

Ruth Brown

Mr Gumpy’s Outing

John Burningham

Mrs Wobble the

Waitress

J & a Ahlberg

The Iron Man

Ted Hughes

Wandering Girl

Glenyse Ward

Term 4

Titch

Pat Hutchins

My Mob Going to the

Beach

Sylvia Emmerton

The Magic Finger

Roald Dahl

George’s Marvellous

Medicine

Roald Dahl

AL not done

CPC

R/1/2/3

4/5/6

7/Secondary

2008

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Term 1

The Little Red Hen

Michael Foreman

The Little Red Hen

Michael Foreman

AL not done

AL not done

Term 2

Titch

Pat Hutchins

Mr Biff the Boxer

J & A Ahlberg

All Because of

Jackson

Dick King-Smith

AL not done

Term 3

Big Rain Coming

Katrina Germein

Leo the Late Bloomer

Robert Kraus


Robert Kraus

Pannikin & Pinta

Colin Thiele

Term 4

The Bear’s Lunch

Pamela Allen

Rose Meets Mr

Wintergarten

Bob Graham

Mary, the Big, Brown,

Hairy Spider

Lyn Lee

Yinti

Pat Lowe

2009

CPC

R/1/2/3

4/5/6

7/Secondary

Term 1

Rosie’s Walk

Pat Hutchins

The Very Hungry

Caterpillar

Eric Carle

The Frog’s at the

Rainbow’s End

Arnold Lobel

The Barrumbi Kids

Leonie Norrington

Term 2

Mr Gumpy’s Outing

John Burningham

My Mob Going to the

Beach

Sylvia Emmerton

The 27th Annual

African Hippo. Race

Morris Lurie

Holes

Louis sachs

Term 3

Farmer Duck

Martin Waddell

Handa’s Surprise

Eileen Brown

Pumpkin Soup

Helen Cooper

The Burnt Stick

Anthony Hill

Term 4

Dear Zoo

Rod Campbell

Pog

Lyn Lee

The Gigantic Turnip

Alexsei Tolstoy

Whale Rider

Witi Ihimaera

2010

CPC

R/1/2/3

4/5/6

7/Secondary

Females

7/Secondary

Males

Term 1

The Pig in the Pond

Martin Waddell

My Mob going to the

Beach

Sylvia Emmerton

Annie and her Dad

Leonie Norrington

Whale Rider

Witi Ihimaera

Whale Rider

Witi Ihimaera

Term 2

Leo the Late

Bloomer

Robert Kraus

My Mob going to the

Beach

Sylvia Emmerton

Annie and her Dad

Leonie Norrington

The Burnt Stick

Anthony Hill

The Burnt Stick

Anthony Hill

Term 3

Rosie’s Walk

Pat Hutchins

Snail Trail

Ruth Brown

The Lion and the

Mouse

Patricia Scott

Wandering Girl

Glenyse Ward

Enora and the

Black Crane

Arone Raymond

Meeks

Term 4

Snail Trail

Ruth Brown

The Bear’s Lunch

Pamela Allen

Magic Finger

Roald Dahl

Home to Mother

(Rabbit Proof Fence)

Doris Pilkington

Garimara and Janice

Lyndon

Tomorrow When

the War Began

John Marsden

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2011

CPC

R/1/2/3

4/5/6

7/Secondary

Females

7/Secondary

Males

Term 1

The Pig in the Pond

Martin Waddell


Robert Kraus Croc Bait

Term 2

Dear Zoo

Rod Campbell

Mr Gumpy’s motor car

John Burningham

Billy Goats Gruff

I am Somebody by Walter Ziffer’s from SURVIVORS True

Stories of Children in the Holocaust

68 Teeth

Term 3

Where’s Spot?

Rose Meets Mr

Wintergarten

Bob Graham

Mr Biff the Boxer Storm Boy

Colin Thiele 68 Teeth

Term 4

The Very Hungry

Caterpillar

Eric Carle

A Dark, Dark Tale

Ruth Brown The Gigantic Turnip Storm Boy

Documents

Literacy Policy for Pipalyatjara Anangu · PDF filePipalyatjara School Literacy Policy 20/06/2012 ... • Pipalyatjara Anangu School Literacy Action Plan ... Implementing/monitoring