Implementing an effective literacy program

Implementing an
effective literacy
What’s involved?
•A whole school oral language program.
•Independent Reading
•MRPS Writing Process
•Literacy intervention programs: individual
and small group
Monitoring our success
 Collecting data: running records (including a major
emphasis on comprehension); ob surveys; On
Demand testing.
 NAPLAN results: 2011 Year 3 @ National
Benchmarks in most areas.
 Using our Assessment Tracker to record and monitor
Why Independent Reading?
Questioning our reading program:
 Are we just teaching children to “bark” at words?
 How are we teaching comprehension, particularly in
the junior grades?
 How much of what we are doing is “busy” work
whilst we focus on our guided reading groups?
Our “WOW!” moments
Two important events happened:
1. Debbie Miller Reading with Meaning
2. A PD on Independent Reading
So what does Independent Reading involve?
Each reading session involves:
 A book chat
 A mini-lesson
 Individual conferences
 A task / Reading Journal /Reading Response
 Focus group: Guided Reading / Reciprocal Reading
 Independent reading time
 Sharing
Book Chat
Engages children’s
Models how we
“think” as we read.
 A 10 – 15 minute instruction
session with an explicit
teaching focus.
Focus may involve:
 Management skills e.g.
Choosing “just right” books,
keeping a record of reading.
 Reading skills and strategies
Anchor charts help remind
children about explicit focus.
Independent Reading Time
 read continuously.
 select “just right” books
with some teacher
 think about and respond to
their reading.
 Provides opportunity to
monitor individual’s progress.
 Helps inform teaching for
mini-lessons and/or guided
reading groups.
 Teacher observes reading
behaviours and keep records.
 Teacher and student set
reading goals.
Responding to reading
 Reading Journals / Letter writing
 Book reviews
• Sticky notes
 Students share their “thinking”.
 Provides an opportunity to evaluate learning.
The Independent Reading Classroom
 An extensive library with
both fiction and nonfiction.
 Individual reading
 An inexhaustible supply of
sticky notes.
Acknowledgements and resources
 Rae Torres and Lynne McDonald for Independent
Reading PD.
 Reading with Meaning, Teaching Comprehension in the
Primary Grades by Debbie Miller, Stonehouse Publishers
 Strategies that Work Harvey and Goudvis
MRPS Writing Process
Writer’s Notebook PD
Writing Fun Website
(Jenny Eather)
Writing Lesson
1. “Author’s” Chat
2. Get Ready
3. Conferences
4. Mini Lesson
5. Writing Task
6. Guided Group
7. Sharing & Reflecting
Writing Steps
•different coloured paper to help you through all the writing steps
•complete sentences
•spelling lists, dictionaries and your own knowledge about
sounding out words
•your schema and your imagination to give you ideas in your
Which ideas can I improve on?
Did I say my ideas in order?
How can I write in an interesting way?
Who will read my writing?
Are my thoughts organised?
How can I improve my sentences?
How can I improve my wording?
Are my details/ messages clear?
Should I add or take out any parts?
Have I used the best ideas ?
Is my writing in a sensible order?
Am I ready to read it to my buddy?
Did I listen to my buddy’s suggestions?
Do I need to make any other changes?
Did I check my use of punctuation and
capital letters?
Can I find any spelling mistakes?
Have I set out my writing correctly?
Discuss any suggestions with your buddy.
Do you need to make any changes:
 to your punctuation?
 to your spelling?
 to your grammar?
 to your setting out?
When you have made your changes, you are ready to
show your draft to your teacher.
What illustrations or graphics should I use?
Do I need any other information like graphs or
labels etc?
Who will read my piece of writing and where will it
be displayed once it is published?
Am I proud of my published work?