Workshop 3 Early career teacher induction: Literacy middle years

Early career teacher induction:

Literacy middle yearsWorkshop 3Literacy teaching and NSW

syllabus

1

Outcomes: Workshop 3

• understanding of the literacy demands of a KLA across Stages 3-4

• understanding of how to use assessment information to include literacy teaching into classroom practice

• understanding of some explicit literacy teaching required to address syllabus outcomes.

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1.2.3 Design and implement contextually relevant teaching and learning sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.

3.2.5 Use a broad range of effective strategies to assess student achievement of learning outcomes.

6.2.8 demonstrate knowledge of the application of relevant policy documents in schools.

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Professional teaching

standards NSW Institute of teachers

Literacy expectations of KLA syllabuses Stages 3 and 4

1. Complete the literacy matrix to identify how literacy is used in the KLA.

2. Refer to the Foundation statements and Stage 4 outcomes for the KLA to record which part of the statement or which outcome relates to the literacy aspects.

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Literacy K–12 Policy1.2.7 • Teachers K–12 will allocate sufficient time

to explicitly plan, program and teach literacy to ensure students’ achievement of syllabus standards.

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Literacy teaching in NSW

Key messages:All teachers are teachers of literacy.Literacy is required by Board of Studies syllabus

documents.Literacy should be taught explicitly,

systematicallyin a balanced and integrated way.

The Four literacy resources provide a framework for teaching literacy from K-12, across all KLAs.

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Work sample analysis

After analysing the student work samples:• What aspects of writing have students

achieved well?• What areas of need were displayed in

student writing?

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Teachers should be encouraged to align pedagogy and assessment practices. Assessment in the middle years should be viewed as an integral part of curriculum planning and classroom practice.

Carrington, V. (2002)The middle years of schooling in Queensland:A way forward Discussion Paper prepared for Education Queensland

Assessment and teaching

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Explicit, systematic, balanced

and integrated• These terms underpin the NSW

approach to teaching literacy.

• Literacy teaching is not effective if it is

– treated separately from the content that it expresses

– considered as a set of skills, unrelated to meaning and out of any real context.

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Explicit • Teachers are clear and purposeful in

programming, teaching and assessing literacy.

• Teachers determine what students already know, understand and can do.

• Teachers explicitly teach literacy skills within purposeful and meaningful contexts/

• Teachers provide positive and informative feedback.

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Systematic

• Teachers make appropriate judgements based on students’ prior learning, syllabus requirements and teaching strategies (assess/plan/teach).

• Teachers plan explicit teaching sequences that support all students to meet the literacy demands inherent in the subject.

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Balanced• Teachers give equal weight to learning to

and learning about outcomes.• Teachers use a range of literacy teaching

approaches, strategies and practices.• Teachers ensure that all students actively

participate in all literacy strands: reading, writing, talking, listening, viewing and representing.

• Teachers implement the Four Literacy Resources and Quality teaching in NSW public schools. Workshop 3

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Integrated

• Teachers incorporate literacy teaching into programming in all KLAs.

• Teachers have a dual focus in teaching and assessment: literacy and content.

• Teachers include teaching of reading and writing, speaking and listening, viewing and representing in a way that emphasises their interdependence.

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Teaching and Assessing Writing

Stage 3 Classroom Assessment Manual•Teaching & learning focusEnsure that students have had access to essential prior learning required by the task.•Outcomes addressed by the taskAlthough these refer only to S3 outcomes, they are also relevant to S4 writing skills.•Directions for administering the task.Teachers can provide the topic relevant to their current study. Persuasive texts are relevant to all KLAs in Stages 3-4.

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Teaching and Assessing Writing

• Outcomes and indicators Show the particular grammar of a persuasive text. • Links to ESL outcomes• Early Stage 3 work sample The work sample and analysis is provided as a

possible benchmark for achievement at this early Stage 3 level.

Directions for Teaching and Learning Suggested teaching strategies to enhance students’

writing beyond early Stage 3 level. Note the explicit use of modelled, guided and independent stages of construction.

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Teaching and Assessing Writing

• Later Stage 3 work sample The work sample and analysis is provided as a

possible benchmark for achievement at this Later Stage 3 level.

Directions for Teaching and Learning These suggest teaching strategies designed to

enhance students’ writing beyond later Stage 3 level. Note the explicit use of modelled teaching, guided

teaching and independent teaching strategies.

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