LITERACY & NUMERACY WEEK WALK AROUND

Literacy & Numeracy at STM

What is covered in the literacy block?

LIT

ERA

CY

Reading

WritingHandwriting

Spelling

Speaking & Listening

DecodingComprehension

Vocabulary development

Receptive/ expressive Language

Author’s craft

What is covered in the maths block?

Wor

king

M

athe

mat

ical

ly

Number

Space

Chance and Data

Measurement

Structure

Structure of classes

WHOLE CLASS INSTRUCTION

Small group tasks

WHOLE CLASS REFLECTION

Structure of classes

WHOLE CLASS INSTRUCTION

WHOLE CLASS REFLECTION

WHOLE CLASS TASK COMPLETION - TEACHER ROVES

- TEACHER WORKS WITH TARGET GROUP

-TEACHER WORKS WITH INDIVIDUAL

Structure of classes

WHOLE CLASS MODELING

guided student attempts

WHOLE CLASS REFLECTION

guided student attempts

guided student attempts

Once the skill has been developed in this way children will complete task independently

WHOLE CLASS MODELING

WHOLE CLASS MODELING

How do we cater for individual needs in our classes?

1) We use data to help determine what children do every day

- formal testing- running records- questioning- C.A.R.S graphs / S.T.A.R.S tasks- work samples- anecdotal notes- children’s self reflections ( share time)- children’s goal setting

2) We group children to enhance and facilitate their skill development

- mixed ability

- like ability

3) Teachers work with children as a whole class, in small groups and on an individual basis

How do we cater for individual needs in our classes?

4) Classroom teachers work in conjunction with many people to help cater for each child effectively (e.g. leadership, numeracy & literacy leaders, reading recovery teacher, special needs coordinator, C.E.O. personnel [speech pathologist, visiting teachers, psychologists, educational advisors] and also other teachers across the school) - professional discussions- P.L.T meetings- T.A.P.S meetings

5) For each lesson and also each small group task in Numeracy and Literacy there is a specific focus identified.

- Foci relate to the curriculum

- Foci are recorded on daily planners & task boards

- Foci are made explicit to the children

How do we cater for individual needs in our classes?

6) curriculum content is taught within a context as much as possible

- challenge based learning

- real life contexts

- embedded in inquiry unit

7) teaching attempts to incorporate different learning styles

- multiple intelligences

- technology ( ipads, laptops, whiteboards, computers)

- software programs (garage band, quick time, imovie, pages, keynote, word, excel)

- listening posts

- readers theatre

- language experience

How do we cater for individual needs in our classes?

8) Extension initiatives:

- personal I.L.Ps

- Literacy extension sits within inquiry

- writing competitions

- Premiers reading challenge

- Mathletics

- Maths Talent Quest

- Gateways

- Australasian Problem Solving Mathematical Olympiads ( APSMO - known @ STM as MOPS)

How do we cater for individual needs in our classes?

9) Intervention:

- Personal I.L.P

- Mathletics

- referral to CEO specialists ( Psychologists, Speech pathologists, Students advisors, Visiting teachers)

- ESL instruction

- Reading partners (students supporting students)

- language experience/ vocabulary development groups

- Reading Recovery

- ERIK

How do we cater for individual needs in our classes?

10) Planning:

- Team planning with leaders

- personal planning

- meeting with leaders individually

- collegial activities between staff to learn from each other

Programs we provide...Reading Recovery

Provided to year 1 students who:1) Have not reached prep reading benchmark level2) The oldest child at the lowest literacy level

Reading recovery discontinues when the child:1) reaches level 16 or above2) has completed 12 - 20 weeks of reading recovery

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/rrguidelines.pdf

Programs we provide...E.R.I.K ( Early Reading Intervention Knowledge)

E.R.I.K is provided to:1) students who are still experiencing reading difficulty after completing reading recovery2) Students from years 3-6 who are experiencing reading difficulties in comprehension, decoding, sound/ letter relationships

E.R.I.K discontinues after:1) Child reaches reading level benchmark for year level2) 60 E.R.I.K. lessons

Programs we provide...E.R.I.K cont...

E.R.I.K. has 3 strands:1) Phonological ( related to letter/ sound decoding of words)2) Orthographic ( letter patterns and visual memory)3) Comprehension

Children can complete 1 or more strands of the E.R.I.K program

http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/ERIK/ERIK%20DataREPORT_2009.pdf

What STM is developing...Spelling

- whole staff development of Spelling policy- focus on sounds ( based on THRASS program)- explicit spelling focus - integrated into literacy program (in Reading, Writing, Speaking & Listening)- spelling needs identified from students writing samples- lists as reinforcement, not basis for spelling memorisation- Parent spelling workshop to come

What STM is developing...Personalised learning

- our personalised learning pedagogy has already begun

- Challenge based learning will provide the basis for personalised Literacy / Numeracy instruction

- classes will work with each other

- groupings will be flexible between classes and tailored to student’s individual needs

How can you stay informed with what we are doing at STM?

Newsletters

Assemblies

Colour coded notes

White= teacher information

Red= stop pressOrange= response

requiredYellow = P & F

Time before school to meet with classroom

teacher

Phone contact

Diaries

email

How can you stay informed with what we are doing at STM?

Term 4 Classroom Blogs * Current & updated regularly

* Learning achievements

* Classroom News & events

* Resources

* Photos

* Work samples

Classroom blogs will replace Curriculum Newsletter from term 4

For those unable to go online computers will be made available at school for parents/