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Literacy through Curriculum: Using the Australian
Curriculum as a springboard for literacy
Lorna Fenech, Deputy Principal
Jane Farrall, Sidekick
Thanks: • All staff, students and families at Adelaide West Special
Education Centre • Centre for Literacy and Disability Studies
What to expect: Communication and Literacy Australian Curriculum General Capabilities and goal setting Balanced Literacy at Adelaide West Special Education Centre Learning Areas: • English • Mathematics • Science • History Assessment
Communication
Literacy and Communication • Literacy is an extremely important life skill. (see
OECD, 2005) • Teaching communication skills should be one of
the most important priorities… because the ability to communicate affects learning in all other content, as well as overall quality of life. (Browder & Spooner, 2011)
• For students who are unable to communicate through a conventional mode the explicit teaching of literacy skills becomes even more essential so that they can develop alternative means of gaining information and expressing themselves. (ACARA, 2012)
Oral and Written Language Development
Literacy
AAC/Speaking
Wri3ng
Listening
Reading
Koppenhaver, Coleman, Kalman & Yoder, 1991. Adapted from Teale
and Sulzby, 1989
Communication and Literacy
• Literacy activities are a platform to develop communication
• Communication development supports literacy development and the understanding of functions of print.
Mastery/Readiness/Reductionist View of Literacy
• Literacy is learned in predetermined, sequential manner that is linear, additive and unitary
• Literacy learning is school based
• Literacy learning requires master of certain prerequisite skills
• Some people will never learn to read
Emergent View of Literacy
• Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking/AAC, reading and writing)
• Literacy is a process that begins at birth
• Literacy abilities/skills develop concurrently and inter-relatedly
• All children can learn to use print meaningfully
Koppenhaver, Clendon and Farrall, 2012
Context
How do we navigate curriculum requirements?
South Australian Curriculum Time Recommendations
Organising elements
Level 1 a, students: Level 1 b, students:
Comprehending texts through listening,
reading and viewing
Comprehend texts
use behaviours that are not inten3onally directed at another person to: • a@end to, respond to or
show interest in familiar people, texts, events and ac3vi3es
use informal behaviours that show consistent an3cipa3on of events in regular rou3nes to: • a@end consistently to
familiar texts • respond consistently to
social interac3ons with familiar people
• demonstrate an3cipa3on of predictable events
• respond to ques3ons • respond to requests
Literacy
Organising elements
Level 1 a, students: Level 1 b, students:
Composing texts through speaking, wri<ng and crea<ng
Compose texts
use behaviours that are not inten3onally directed at another person to: • refuse or reject • reflect a preference or
desire • reflect state of wellbeing,
for example contentment, joy, worry, pain
• reflect a physical state, for example hot, cold, nausea
use informal behaviours to inten3onally communicate a single message consistently in familiar environments with familiar people, such as to: • refuse or reject • express a preference • request the con3nua3on of
an ac3vity • request something new • request more • request a@en3on
Numeracy Organising elements
Level 1 a
Level 1 b At the end of Founda<on
Year students:
Level 2 At the end of Year 2
students:
Understand and use
numbers in context
demonstrate concepts of coun3ng using every day experiences
connect and order number names, numerals and groups of objects using numbers up to two digits
model, represent, order and use numbers up to four digits
Es3mate and calculate
recognise the effects of adding to and taking away from a collec3on of objects
solve everyday addi3on and share stories
es3mate the solu3on to a problem and then calculate the answer
Personal and Social - Self Awareness
Organising elements
Level 1a Level 1 b
At the end of Founda<on Year students:
Recognise Emo<ons
recognise and iden3fy their own emo3ons
iden3fy a range of emo3ons and describe situa3ons that may evoke these emo3ons
Recognise personal quali<es and achievements
express a personal preference
iden3fy their likes and dislikes, needs and wants, and explore what influences these
Understand themselves as
learners
select tasks they can do in different learning contexts
iden3fy their abili3es, talents and interests as learners
Develop reflec<ve prac<ce
recognise and iden3fy par3cipa3on in or comple3on of a task
reflect on their feelings as learners and how their efforts affect skills and achievements
General Capabilities: Goal setting and Reporting
General Capabilities: Goal setting and Reporting
2013 Goal Beginning Emerging Developing Consolida3ng Achieved
Individual Goals
Literacy
Students become literate as they develop the knowledge and skills to use language for learning and communicating.
Literacy
• “literacy is an essential skill for students in becoming successful learners and as a foundation for success in all learning areas.” (MCEETYA 2008)
• “the reciprocal relationship between reading and writing opportunities and proficiencies have been well established”. (Allington, 2011)
• "reading and writing are reciprocal message getting/message giving, problem solving activities which increase in power and flexibility the more they are practiced.” (Clay, 2004).
Balanced literacy – Emergent Students
Shared Reading Repeated reading of a book with an adult with a focus on interac3on; student chooses book.
Independent Reading
Daily opportuni3es to interact with books as independently as possible.
Shared Wri3ng
A structured wri3ng task with a focus on language selec3on; teacher is usually the scribe e.g. Predictable Chart Wri3ng
Independent wri3ng Daily opportuni3es to write for real reasons. Focus is oPen on learning the func3on of print.
Incidental and explicit instruc3on around le@ers, sounds and print concepts.
Incidental instruc3on included through the above ac3vi3es; explicit instruc3on in separate ac3vi3es.
Balanced literacy – Conventional Students
Guided Reading Daily reading of the book of the week, with discussion of a daily purpose for reading. Comprehension focus.
Wri3ng Daily opportuni3es to write for real reasons.
Self Selected Reading Daily opportuni3es to choose a book to read.
Working with Words Daily opportuni3es to work on sight words and on decoding.
Examples of literacy implementation
Guided Reading
• Anchor – Activate Background Knowledge – Set the purpose
• Read – The book
• Apply – Discuss the purpose
Writing Goals are to improve students’: • Independent writing skills for real
purposes • Written language skills at an individual
pace • Expressive language skills by sharing
what they’ve written.
Writing with a flip chart
Emergent Writing
Conventional Writing
Learning Area - English COMMUNICATION supported by Australian Curriculum: English STRAND
THREAD
YEAR LEVEL CONTENT DESCRIPTORS adapted for Adelaide West Special Educa3on Centre Founda3on Year 1 Year 2 Year 3 Year 4 Years 5 & 6
Language Language varia3on and change How English varies according to context and purpose including cultural and historical contexts
Share with students that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community
Experience that people use different systems of communica3on to cater to different needs and purposes and that many people may use sign systems to communicate with others
Explore spoken, visual and wri@en forms of language, and that their use varies according to the audience, purpose, context and cultural background
Language Language for social interac3ons How language used for different formal and informal social interac3ons is influenced by the purpose and audience
Explore how language is used differently at home and school depending on the rela3onships between people
Use language in combina3on with other means of communica3on, for example facial expressions and gestures to interact with others Explore different ways of asking for informa3on, making offers and giving commands / reques3ng
Explore how language varies when people take on different roles in social and classroom interac3ons e.g. playground / classroom / home language
Experience successful coopera3on with others, including turn-‐taking pa@erns, and forms of address that vary according to the degree of formality in social situa3ons
Literacy Listening and speaking interac3ons The purposes and contexts through which students engage in listening and speaking interac3ons
Listen to and respond to texts and to the communica3on of others in informal and structured classroom situa3ons
Engage in conversa3ons and discussions, using ac3ve listening behaviours, showing interest, and contribu3ng ideas, informa3on and ques3ons
Listen for specific purposes and informa3on, including instruc3ons, and extend students’ own and others’ ideas in discussion
Listen to and contribute to conversa3ons and discussions to share informa3on and ideas and nego3ate in collabora3ve situa3ons
Literacy Listening and speaking interac3ons The skills students use when engaging in listening and speaking interac3ons
Use interac3on skills including listening while others speak, using appropriate skills e.g. voice levels, ar3cula3on and body language, gestures and eye contact
Use interac3on skills including turn-‐taking, allowing contribu3ons of others. With support, use appropriate communica3on strategies
Use interac3on skills including ini3a3ng topics, making posi3ve statements and voicing disagreement in an appropriate manner.
Use interac3on skills, including ac3ve listening behaviours. Communicate in a clear, coherent manner using a variety of everyday and learned vocabulary. Use appropriate tone, pace, pitch and volume.
Use interac3on skills such as acknowledging another’s point of view and linking students’ response to the topic. Use familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently
Use some interac3on skills, e.g. ques3oning and interpre3ng non-‐verbal cues
Literacy Oral presenta3ons The formal oral presenta3ons that students engage in including presen3ng recounts and informa3on, and presen3ng and arguing a point of view
Deliver short oral presenta3ons to peers
With support, make short presenta3ons using some introduced text structures and language, for example opening statements
With support, rehearse and deliver short presenta3ons on familiar and new topics
With support, plan and deliver short presenta3ons, providing some key details in logical sequence
With support, plan, rehearse and deliver presenta3ons incorpora3ng learned content and taking into account the par3cular purposes and audiences
With support, plan, rehearse and deliver presenta3ons for defined audiences and purposes incorpora3ng accurate and sequenced content and mul3modal elements
Literacy Edi3ng Edi3ng texts for meaning, structure and gramma3cal features
With support, par3cipate in shared edi3ng of students’ own texts for meaning, spelling, capital le@ers and full stops
With support, reread student’s own texts and discuss possible changes to improve meaning, spelling and punctua3on
With support, reread and edit text for spelling, sentence-‐boundary punctua3on and text structure
With support, reread and edit texts for meaning, appropriate structure, some gramma3cal choices and punctua3on
Learning Area - Mathematics
http://www.janefarrall.com/literacy/guided-reading/guided-reading-focus-on-numeracy/
My Little Sister Ate One Hare
Junior Primary Secondary
Animals and their food Is it alive? (plants)
Who eats who? (Food chains)
My body and how I move Making heat Water cycle
What is it made of? Air What’s in the Ground?
Weather Night and Day Cyclones
Learning Area -‐ Science
Year 2 Junior Primary Secondary
Animals and their homes Life Cycles Minibeasts
Animals that live in different environments
What makes a noise? What can I use this for? Changes of state
What can I do with this? Hot and Cold Move it!
Look at the sky
Light and Shadow Light and Sound
Year 3 Junior Primary Secondary
Animals and their babies Animal differences (fur feathers etc)
Wild or tame?
Water in our world Electricity Making electricity
How do toys move? Transport Earthquakes and Volcanoes
Cooking Mixtures Senses The Solar System
Learning Area - Science
F Living things have basic needs, including food and water Y2 Living things grow, change and have offspring similar to themselves Y4 Living things have life cycles Y6 The growth and survival of living things are affected by the physical conditions of their environment
Tar Heel Reader
Learning Area: Science
http://www.janefarrall.com/literacy/guided-reading/guided-reading-personal-learning-and-australian-curriculum/
Texts to support learning around Living Things
Beans by Room 8
Monday 21 October the beans had roots
On Monday 28th October the beans had shoots with leaves
On Thursday 14th November the beans had lots of leaves
On Thursday 28th November the plants had flowers.
On 10th December the plants had beans growing on them!
History F What is my history and how do I know?(How stories of families and their past can be communicated through pictures books, artefacts and oral histories. Y2 Aspects of the past we can see today. History of local building, site or part of the local environment Y 3 -‐ Who lived here first and how do we know? The importance of place and country to ATSI people who belong to a local area 4 What was life like for ATSI people before the arrival of Europeans? Why did Europeans se]le in Australia? Y 7 iden<fy a range of ques<ons about the past to inform a historical inquiry
You me Our Place Guided Reading Purposes
1. Read to see which is your favourite
person in the book 2. Read to see which ac<on that uncle
Tobias does that you like best 3. Read to see what animals there are in
the story 4. Read to see what is your favourite
picture in the story 5. Read to see what you think is the best
thing to do at the beach
Self selected Reading resources: ebooks and theme books in the classroom Wri<ng Tasks All week – write about pictures of yourself in different places at school Working with Words: Le]er of the week: M Word wall words: rain sun wind cloud swim play fish rod net
Assessment
Assessment
• Guides intervention • Provides feedback on intervention • Different assessment for emergent and
conventional students
Emergent Literacy Intervention
Two primary aims: 1. To promote children’s positive regard for literacy and their understanding of the functional, intentional use of literacy. 2. To increase children’s skills in discrete skill areas that are critically linked to later reading success.
Jus3ce & Kaderavek, 2004
Emergent Students
• Need to develop: – Alphabet knowledge – Concepts about print – Phonological awareness – Use of a “pencil”
Conventional Students
• Silent reading with comprehension • Writing independently so their
message can be understood by their intended audience
Literacy Assessment 2014
• Emergent students – Universally Accessible Emergent Literacy Battery
• Conventional students – Basic reading inventory
Emergent Students 2014
• 38 students assessed • Concepts about Print – minimal improvement • Letter identification – on average students
knew 6 more letters of the alphabet, increased from 15 letters to 21 letters.
• Phonological awareness – on average students answered 3 more questions correct, increasing from an average of 4 to an average of 7.
• Writing – on average students scored 0.5 higher at the end of the year.
Conventional Students 2014
• In T4 2013 there were 2 conventional students in the school
• In T4 2014 there were 7 conventional students in school
Using Assessment Data for Goal Setting and Reporting
• In 2013 many students at Levels 1a and 1b
• Now have more students at Levels 1b and 1c
• Continuing with providing a good emergent literacy and communication environment
• Needing to differentiate in more classrooms as more students become conventional
!
Jane Farrall, 2015
Self-Selected Reading in our Classrooms !
The two main guiding rules are:
• It isn’t self-selected if you don’t choose it yourself
• You can’t get good at it if it is too difficult
Overall guidelines
• Do you have 20 books per student in your classroom? • Do you have a mix of fiction and non-fiction? • Do students have a chance to interact with books as independently as
possible? • Do students have a chance to read a book with an adult for pleasure
and enjoyment? • Are you doing teacher read alouds as well as having DEAR (drop
everything and read) time? • Do you do reader’s chair and book reviews?
For emergent students
• Are you doing shared reading in this block? Remember to use AAC and CAR (Comment, ask, respond)
• How are you giving them independent access to books? • Do you have a mixture of the following in your classroom?
o alphabet books o repeated line books o photo based books o picture books o rhyming books o books in their areas of interest
For conventional students
• How are you ensuring they choose from books at or below their reading levels?
• Do you have a mixture of the following for them to choose from? o readers o photo based books o picture books o rhyming books o books in their areas of interest
Communication Outcomes
• Every student now has an AAC system • Staff model consistently throughout the
school day • Students learning to use AAC for a
range of communicative functions
ACARA video
http://www.australiancurriculum.edu.au/StudentDiversity/Illustrations-of-personalised-learning
Contact
Lorna Fenech Deputy Principal Adelaide West Special Education Centre 08 8248 9100 [email protected] #sc_lorna Lfenech.edublogs.org
Contact
Jane Farrall Speech Pathologist Jane Farrall Consulting [email protected] www.janefarrall.com
References • ACARA. (2012) Using the Australian Curriculum to meet the learning needs of
students with disability. Sydney: Author • Allington, R. L. (2011). What really matters for struggling readers: Designing research-
based programs (3rd ed.). Boston: Allyn and Bacon. • Browder, D., & Spooner, F. (2011). Teaching students with moderate and severe
disabilities. New York: Guilford. • Clay, M.M. (2004). Simply by sailing in a new direction you could enlarge the world.
In J. Worthy, B. Maloch, J.V. Hoffman, D.L. Schallert, & C.M. Fairbanks (Eds.), Fifty third yearbook of the National Reading Conference (pp. 60–66). Oak Creek, WI: National Reading Conference.
• Koppenhaver, D., Clendon, S., & Farrall, J. (2012). AGOSCI Winter Literacy Intensive. Brisbane.
• MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Canberra: Ministerial Council on Education, Employment, Training and Youth Affairs. Available at: http://www.mceecdya.edu.au/mceecdya/default.asp?id=25979
• OECD. (2005). Learning a living: First results of the adult literacy and life skills survey. Paris: Author.
