- Gradual Release Model, LDT should also see flow of reading into writing, surrounded by oral language.
- The importance of use of Learning Intentions and Success Criteria being used and evident in literacy lessons.
- Identified the importance for teachers to identify areas for growth in their instruction and where would like feedback to develop co-teaching in school.
- Develop and refine assessment schedule and identify range of standards each year level. She questioned what is minimum standard for each year level and what is target standard? Refer to pg 100 of FACES to see their end year reading expectations and how they analysed their Yr 3 NAPLAN-equivalent test in Canada to reading results in year 1 and noticed original target standards (16?) were too low as those students at target standards did not demonstrate good results by year 3 – increased reading expectations to higher target standard and old target standards became minimum.
- Based on school AEDC data, Lyn shared some activities they began to tackle some schools difficulty with early years needs and areas of poverty – going into day cares and preschools that are feeders and providing books, texts that promoted oral reading and reading to children. Considering long hours for day care workers, provided food and resources with inservice to their teachers/carers. Visited areas where families spent time, hockey arenas and shared books and reading process with parents and students.
- While there needs to be a time/place to discuss social and emotional difficulties and the importance of these they are not to be confused with Literacy case management meetings. Case management meetings are for teachers to talk about what they are struggling with, concerns about student academic growth and teachers seeking instructional guidance. Case management meetings are for students who have been identified as not moving – the use of a data wall and how this will help case management students to be identified and that data will guide the talk and questions during it. Once data wall in place it gives two options for students to be involved in meetings:
2. Teacher nominated students who have concerns with literacy learning.