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Literacy and Numeracy

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Title: Literacy and Numeracy


1
Literacy and Numeracy Expectations In Prep
2
Dimensions of Teaching and LearningTeaching of
readingTeaching of writingThe importance of
Oral language Numeracy in PrepMonitoring and
mapping progress
Overview
3
What are the key elements of an effective Prep
program?
4
Dimensions of Teaching and Learning in Prep
  • What do we want Prep students to learn?
  • Focus on content and learning objectives outlined
    in
  • draft Australian Curriculum
  • EYCG Learning Statements
  • P-3 Literacy and Numeracy Indicators
  • What evidence of learning is required for Prep
    students to demonstrate what they know and can
    do?
  • The Early Years Curriculum Guidelines describe
    processes for monitoring and assessing in Prep.
  • Teachers gather evidence through
  • Identifying the skills and abilities of students
    on all areas of growth and development on entry
    to Prep
  • Observations
  • Focused discussions
  • Digital records
  • Time sampling
  • Collection and analysis that reflect
    understandings, capabilities, dispositions
  • What do we need to do to improve learning?
  • Use feedback to
  • Recognise, encourage, challenge and improve
    student performance
  • Inform teacher planning in early intervention
  • Report to parents and students
  • Report to school, community and systems
  • Establish effective partnerships between school
    and community
  • How will curriculum be taught to maximise
    learning for all students?
  • 5 contexts of learning (EYCG) will provide
    intellectually challenging and connected learning
    opportunities for all learners
  • Learning outcomes of the curriculum content
    will be maximised through careful planning and
    assessment practices
  • Plan to cater for diversity of students
  • How well have students learned?
  • Core content aligns with the achievement
    standards of the Australian Curriculum
  • Observation and monitoring demonstrates
    knowledge and skill development
  • Children provide feedback and reflection of
    their learning progress that reflects their role
    in the learning process
  • Judgements about childrens learning progress
    against learning statements demonstrates
    consistency and links to supporting documentation
    e.g. AC, P-3 Literacy and Numeracy Indicators,
    EYCG Learning Statements

5
How do you teach reading in a balanced Prep
program? What is the expectation?
6
Draft Australian Curriculum Reading
  • By the end of Kindergarten (Prep), students
  • recognise several types of print texts and
    identify the purposes of some familiar texts
  • effectively navigate a simple picture book or
    digital text using knowledge of basic concepts
    about print
  • discuss how factual texts differ from imaginative
    texts
  • name sound-letter matches for most consonants and
    short vowels
  • recognise high frequency sight words and work out
    short regular words using context, grammatical
    and phonic knowledge
  • ACARA Australian Curriculum Consultation Portal

7
Draft Australian Curriculum Reading
  • By the end of Kindergarten (Prep), students
  • read aloud short predictable texts with some
    fluency
  • demonstrate early reading strategies such as re
    reading to maintaining meaning
  • retell one or two events in a story or a film,
    and discuss events and characters
  • relate one or two facts from an information text.
  • recognise and name most letters of the alphabet
  • ACARA Australian Curriculum Consultation Portal

8
Components of a balanced reading program
  • Reading to children
  • Shared big book experiences
  • Activities related to reading experiences
  • Exposure to environmental print (signs, names,
    labels)
  • Co-construction of their own books and texts
  • Building students skills in each of the areas in
    the Four Resource Model

9
Four Resource Model
How can we use the four resource model in Prep?
Code breaker Text participant
Text user Text analyst
10
Reading in Prep
  • How do we teach reading in Prep?
  • Build on students knowledge (virtual schoolbag)
  • Talk about the structure of sentences
  • The difference between words and letters and how
    they work in writing
  • Opportunities to engage in texts
  • Constantly monitor reading progress
  • Focus attention on the meaning

11
Knowledge used during reading Three Cueing
System
Making meaning during reading
knowledge of the structure of language
knowledge of the world and of texts
knowledge of letters and sounds
12
Questions that prompt students to use the three
cueing systems
During reading
Knowledge of the world and of texts (Semantic cues) Knowledge of the structure of language (Syntactic cues) Knowledge of letters and sounds (Graphophonic cues)
Did that make sense? Look at the pictures? What do you think it might be? Can you re-read this? Did that sound right? Can you re-read that? Can you say it another way? What is another word that might fit here? Does it look right? What sound does it start with? Can you point to the word beginning with s? It could be hat, but look at the last letter. (The word the child is reading is ham.)
13
What strategies do children need in order to
begin the reading process?
14
Reading strategies
  • Knowledge of how texts work
  • Phonic knowledge (letters and sounds)
  • Picture cues
  • Understand the structure of language
  • Cross reference all sources of information to
    confirm meaning
  • Understand that reading is about meaning making
  • Giving children strong foundations in these
    systems stops them from falling into the danger
    of relying on just phonics or picture cues in
    isolation

15
Video - key questions
  • P-3 literacy indicator being addressed -
  • Reading and Viewing
  • Uses and discusses print concepts including
    reading from the front to the back of a book,
    using left-to-right progression, working from the
    top to the bottom of the text and matching some
    spoken words with written words one-to-one
    correspondence)
  • How does the teacher build oral language in this
    video?
  • Is there evidence of teaching for metalinguistic
    awareness, phonological awareness?

16
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17
Why do we talk about reading levels?What are the
challenges?What do you need to know about
levelled texts?
18
Using levelled texts
  • Why use levelled texts?
  • Useful for identifying appropriate materials for
    emergent, beginning and early readers
  • Provides a shared language for discussing texts
  • Challenges with levelled texts
  • Levelled texts are highly contextualised
  • Rely on the premise that children have structural
    control over SAE to access them
  • Significant challenge for ESL students and those
    that enter Prep with limited oral language
  • May limit range of students reading material

19
Using levelled texts
  • What do teachers need to know ?
  • Who are my students and what is of personal
    significance/interest to them?
  • What reading skills do my students have?
  • When teachers are familiar with
  • text characteristics, their confidence in
    providing children with developmentally
    appropriate reading material is increased

20
Emergent Texts
  • Characteristics
  • Carefully controlled text
  • Repetitive patterns
  • Controlled and repeated use of vocabulary
  • Wide letter spacing
  • Familiar concepts
  • Limited text on a page
  • Pictures that directly relate to text to scaffold
    meaning

21
Beginning Reader Texts
  • Characteristics
  • Books contain more text per page
  • Inclusion of richer vocabulary
  • Assumes readers will be less reliant on picture
    cues
  • More formal and descriptive language

22
Early Readers
  • Characteristics
  • Assumes readers have control over conventions of
    print
  • Incorporates the use of high frequency words
  • Sentence complexity increases
  • Descriptive language increases

23
Linking texts to levels
Text type Approximate level
Emergent Levels 1-3
Beginning Levels 4-7
Early Levels 8-12
24
Why should I send readers home in Prep?Do all
children need home readers?How do I inform
parents about expectations and how they can
help?
25
How do you incorporate writing within a balanced
Prep program?
26
Draft Australian Curriculum Writing
  • By the end of Kindergarten (Prep), students
    -
  • write texts of one or two sentences to retell
    events and experiences for a small range of
    audiences
  • understand concepts about print such as letters,
    words and sentences
  • use left to right directionality, return sweep
    and spaces between words
  • handwrite most lower case and some upper case
    letters
  • ACARA Australian Curriculum Consultation Portal

27
Draft Australian Curriculum Writing
  • By the end of Kindergarten (Prep), students
    -
  • use some capital letters and full stops
  • show some evidence of the use of sound
    letter-letter knowledge to write unknown words
  • spell a small number of common words correctly
  • use a key board to compose short texts, locating
    the keys for most letters including capital
    letters and full stops
  • ACARA Australian Curriculum Consultation Portal

28
Writing in the Prep Year
  • Fine motor skills
  • Explicit teaching of letters, speech sounds and
    letter formation
  • Opportunities for co-constructing texts
    (innovations)
  • Exposure to a range of text types for both
    personal and group purposes
  • Links between spoken language and written
    language
  • Connectedness between symbols, language patterns,
    conventions and letter sound relationships

29
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30
Oral language
  • Crucial to literacy development
  • Social interaction is foundation to language
    development
  • Teachers act as facilitators not transmitters of
    language
  • Students need to see connections to their words
    and print
  • Use digital photo books to scaffold discussions

31
Numeracy and Mathematics
  • What is the difference?
  • What are the expectations of Prep students?
  • What does an effective numeracy program look
    like?

32
Numeracy and mathematics
  • The Australian Curriculum has increased
    specificity regarding students mathematical
    knowledge under the number and algebra strand
    compared to the EYCG
  • The inclusion of numbers 11-20
  • Reading the time Students will begin to read
    the time on digital and analogue clocks

33
  • Students cannot be numerate without
    mathematics. With our increasingly complex world,
    applications of mathematics rely evermore on
    higher order thinking and it is in the interplay
    between the world of mathematics and the real
    world that numeracy comes into its own (Willis,
    as cited in National Numeracy Review Report 2008,
    p3)

34
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35
Mathematics in Prep
  • Embedded across the five contexts of learning
  • Explicitly planned
  • Develop by working with concrete materials and
    visual representations, and then moving towards
    symbolic representations
  • Monitor and assess numeracy skills
  • Differentiate for individual students

36
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37
Teaching Mathematics
  • Build on previous experiences
  • Connect mathematics learning to contexts that are
    relevant and authentic
  • Connect different areas of mathematics
  • Use language of Mathematics
  • Develop higher order thinking skills
  • Foster communication and justification
  • Encourage reflection and articulation on learning

38
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39
Whole school continuity
  • Achievement expectations of students - need for
    shared understandings between school leaders and
    teachers
  • Preps position in the whole school curriculum
    plan?
  • Planning to address all curriculum content
  • Alignment of current curriculum documentation and
    Australian Curriculum
  • How to ensure continuing raised expectations?
  • Professional dialogue around practice and
    pedagogy
  • Consistent assessment, monitoring and reporting
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