Future Directions — Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints Future Directions Contents Future directions ........................................................................... 1 Literacy .......................................................................................... 1 Viewing and Reading ......................................................................................... 1 Text knowledge.............................................................................................................. 1 Comprehension ............................................................................................................. 1 Grammar knowledge ..................................................................................................... 2 Word knowledge ............................................................................................................ 2 Writing and Creating ........................................................................................... 3 Text knowledge.............................................................................................................. 3 Grammar knowledge ..................................................................................................... 4 Word knowledge ............................................................................................................ 6 Numeracy ....................................................................................... 7 Calculating and estimating ................................................................................. 7 Recognising and using patterns and relationships ............................................. 8 Using fractions, decimals, percentages, ratios and rates ................................... 8 Using spatial reasoning ...................................................................................... 9 Using measurement ........................................................................................... 9 Future directions This document suggests some explicit teaching and learning opportunities for the indicators in the Checkpoint assessments. Teachers analyse the evidence and make judgments about each child’s literacy and numeracy learning. Teachers identify indicators that require explicit teaching for the whole class, small groups or individuals, and use the tables below to identify learning opportunities to strengthen children’s literacy and numeracy knowledge, skills and understandings. Literacy Viewing and Reading Text knowledge VR 1 i Suggested teaching and learning Identify personal, social or learning purposes for viewing and reading learning area texts Have regular conversations about personal and class text selections, e.g. before library visits, when selecting home reading from the class library, before and after shared and guided reading. Describe the purposes of texts using explicit language, e.g. to find things out, or for fun and enjoyment. Comprehension VR 1 iii Suggested teaching and learning Use text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual features and structure using knowledge of word order in simple sentences reading on and re-reading to make meaning Collaboratively develop a class checklist of text processing question prompts to use before, during and after reading, e.g. on a white board — We think this book is about….we can tell this because…. Confirm predictions after reading by revisiting the text and visual features. Predict the text type and structure by connecting to prior knowledge about similar texts, e.g. pre-reading drawing, think–pair–share discussions, KWL charts (Know, Want to know, Learnt), Y charts (3-part graphic organiser), roleplays. Develop knowledge of word order in simple sentences by highlighting key words, and through construction and deconstruction activities. Model and explicitly name the strategies of reading on, and re-reading when using big books and other shared texts, e.g. I don’t know this word … I am going to read on to see if I can get some clues from the rest of the sentence … Now I will re-read the sentence to see if I can work it out. Queensland Studies Authority June 2012 | 1 VR 1 iv Suggested teaching and learning Show understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by: using page numbering, tables of contents, headings and titles, navigation buttons, bars and links recalling and locating literal information and key ideas retelling events in appropriate sequence to summarise making inferences from visual, print and audio features Model the use of page numbering, tables of contents, headings and titles, navigation buttons, bars and links to review and retrieve information. Use questions to prompt recall of key ideas. Use verbal cues to guide children to locate and highlight literal and inferred information, e.g. right there — directly stated, think and search — inference, think, search and explain. Orally retell what has been read, sequence events and summarise texts after reading use role play, think–pair–share, drawing, writing or talking to orally retell, sequence and summarise information. Identify the key ideas in discussions and activities, e.g. using concept maps, mind maps. Model how to relate texts to personal experiences, e.g. I think that … because I know that … Talk about how and why visual, print and audio features are used, e.g. bold text to show important information, headings and titles, red text to warn of danger. Grammar knowledge VR 1 vi Suggested teaching and learning Track pronoun to the noun it refers to where they are located in the same or next sentence Model how to track pronoun to the noun it refers to, e.g. “Sally chased the dog. She could not catch it.” She means Sally. Check for understanding, e.g. “Caleb was running fast. He was puffing. Who is he?” Word knowledge VR 1 vii Suggested teaching and learning Independently read and understand, to develop fluency: supportive learning area texts with increasing demonstrations of phrasing a range of highfrequency sight words with automaticity words of personal significance in school and other contexts Model reading with phrasing, then read together with appropriate phrasing in whole class , small group and one-toone settings. Use games to identify, match and say high-frequency sight words, e.g. Bingo, Memory, Snap, Tic Tac Toe, locating games, dice. Highlight the function of high-frequency sight words in texts using sentence construction and de-construction. Collaboratively create class texts which include highfrequency sight words and new vocabulary. Add new vocabulary and words of personal significance to a Word Wall or personal dictionary. Play online word-sorting and spelling games with the highfrequency sight words and familiar words. Model ways to use words of personal significance in school and other contexts. 2 | Future Directions - Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints VR 1 viii Suggested teaching and learning Decode words using: semantic cues, including sentences and visual features, drawing on prior knowledge of oral and written language grammatical cues, including word order, language patterns and punctuation phonic cues, including blended and segmented individual sounds in words, sound–letter relationships for initial, medial (middle) and final sounds and words within words Decoding unfamiliar words in shared and guided viewing and reading by explicitly talking about phonic, grammatical and meaning cues, e.g. I can predict this word using the beginning, middle and end sounds … the picture helps me to decode this word … what word would make sense here? Demonstrate the use of semantic cues by: – pausing when reading aloud to make and discuss predictions – explicitly talking about the links to prior knowledge, e.g. I knew that word or those words because … Demonstrate the use of grammatical cues by: – highlighting the relationships between words, language patterns and how punctuation is used – talking about particular words and language patterns used in different texts, e.g. time-sequence words in recounts. Demonstrate the use of phonic cues by: – modelling syllabification to break up simple words – identifying initial, medial and final sounds and sound–letter relationships to make meaning. Demonstrate using more than one cue to predict and confirm words, e.g. I think the word is … I can tell because its beginning sound is … and then I looked at the picture. Talk about punctuation and how it is used to organise words and groups of words to help understand the text. Writing and Creating For further detail, refer to QSA teaching resources for writing at: http://www.qsa.qld.edu.au/1443.html Text knowledge WC 1 ii Suggested teaching and learning Write and create modelled texts to: describe, recount, instruct and respond to topic information express feelings and ideas Model and collaboratively create texts including: – descriptions, using noun groups, descriptive words and learning area vocabulary – recounts, using time-sequencing words – instructions, by drawing attention to order and verbs (actions). Respond to topic information by: – creating concept webs, brainstorming and writing word lists – creating a “picture” by drawing and discussing key information. Talking about and highlighting words within texts that express feelings and ideas. Queensland Studies Authority June 2012 | 3 Grammar knowledge WC 1 v Suggested teaching and learning Compose modelled texts demonstrating: knowledge of familiar structures and features of texts, using mostly spoken language editing for spelling, sentence boundaries and capital letters, including for proper nouns Make connections between spoken language and written language in collaborative writing, e.g. We say it like this when we are speaking, but when we are writing we have to … Demonstrate editing for spelling, sentence boundaries and capital letters, including for proper nouns, by: – punctuating and reading back familiar texts as a small or whole group – highlighting punctuation in familiar texts and discussing its purpose – developing editing checklists with visual cues. WC 1 vi Suggested teaching and learning Write sentences, including statements, questions and commands, using correct structure Model and write statements, questions and commands. Practise questions and statements in Who/What am I? games. Write commands to give instructions. WC 1 viii Suggested teaching and learning Use conjunctions to join simple sentences, e.g. and, but Develop understanding that conjunctions link ideas in two parts of a sentence by finding examples in texts. Collaboratively write simple sentences that model the correct use of conjunctions. Provide a sentence beginning about a familiar topic and ask the children to complete it using and then but. Discuss the difference and how that meaning was represented. WC 1 ix Suggested teaching and learning Use simple noun groups/phrases, including common and proper nouns Model and talk about how: – nouns are used to name or label objects, people, places, concepts and feelings. A noun answers the questions “What?” or “Who?” There are: • common nouns, e.g. cat, wombat, thought • proper nouns, which are capitalised, e.g. Sally, Brisbane, Queensland, Friday. – a noun group can be a single noun or pronoun or can be expanded to include adjectives or adjectival phrases before or after the noun, e.g. front door knob, a long wailing note from Brian’s violin. Collaboratively create a variety of texts and roleplay situations that model the use of simple noun groups/ phrases including common and proper nouns. Identify the use of simple noun groups/phrases, including common and proper nouns in texts, and create similar texts. 4 | Future Directions - Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints WC 1 x Suggested teaching and learning Select pronoun to refer to the correct noun in a sentence Talk about nouns and pronouns and how they are related: – pronouns allow repeated reference to a concept without repeating a noun – pronouns connect all the ideas associated with a basic noun. Provide visual stimuli, e.g. familiar people, objects and toys to plan a text making explicit connections between pronouns and nouns. WC 1 xi Suggested teaching and learning Maintain a topic when writing, e.g. by using repeated topic vocabulary Discuss the function of words, how they are positioned in sentences for a particular purpose. Identify ways writers repeat words to maintain the topic. Play word detective when reading texts and locate vocabulary that maintains the topic. WC 1 xii Suggested teaching and learning Use: capital letters, including for proper nouns and full stops approximations of placement for question and exclamation marks Develop understandings about punctuation: – capitals: • are required for proper nouns (Sally, Brisbane); proper adjectives (a Chinese restaurant); beginnings of sentences; titles (The Courier-Mail) • can also be used to give emphasis to the writing — “NO!” he screamed – end marks: • a full stop, e.g. The crocodile chased the boys. • a question mark, e.g. How are you going to get to the other side? • an exclamation mark, e.g. This piece of writing is GREAT! Collaboratively write and create texts that model the correct structures and patterns of statements, questions and commands, e.g. instructions use commands; investigations use questions. Investigate familiar texts to locate the use of capital letters, full stops, questions and exclamation marks and discuss the ways symbols are used to represent statements and questions. Practise questions and statements in Who/What am I? games. Queensland Studies Authority June 2012 | 5 Word knowledge WC 1 xiii Suggested teaching and learning Spell: high-frequency sight words and familiar words correctly consonant–vowel– consonant words words containing known base words and word endings Highlight high-frequency sight words within texts. Display high-frequency sight words, familiar words and topicspecific words on a clothesline around the room, adding new words when encountered in viewing and reading. Write consonant–vowel–consonant words, including onset and rime and changing initial and final sounds. Construct and deconstruct words containing known base words and word endings using letter tiles, highlighters, cutting, tracing and covering. WC 1 xiv Suggested teaching and learning Spell unfamiliar words using: phonological knowledge and sound–symbol relationships short vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends Use phonological knowledge and sound–symbol relationships by: – exploring syllabification to spell words, e.g. clapping, covering up syllables – making sounds associated with letters and groups of letters when spelling and viewing the letter groups. Use short vowels and simple long-vowel patterns by: – innovating on familiar rhymes – listening for and identifying short vowels and simple longvowel patterns in rhyme when reading poems and performing raps – developing games and play resources for word building, e.g. dominoes, flip books. common letter clusters and morphemes in word families analogies and connections with known words Use common vowel and consonant digraphs and consonant blends by developing spelling wheels that create new words every time you turn them. Use common letter clusters and morphemes in word families by developing word searches, crossword and jumble-word games. Use analogies and connections with known words by: – writing shared texts and talking aloud about strategies, e.g. I know how to spell “cake”. It sounds like “make”. – sorting words into groups and explaining why. 6 | Future Directions - Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints Numeracy Calculating and estimating CE 1 iii Suggested teaching and learning Order and position whole numbers using 0, 50 and 100 as key reference points Position and order numbers in relation to other numbers, e.g. the number before, after and next to key reference points. Practise counting from any number without starting the count from one, e.g. routines and transitions, games. Start counting from each decade and make connections to the patterns in the sequence, e.g. 20, 21, 22, 23, 24 … or 51, 52, 53, 54, 55 … CE 1 iv Suggested teaching and learning Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10) Explore a variety of ways to make standard groupings of 10, e.g. organising groups of 10 for activities, manipulating materials into groups of 10. Compare groupings of quantities using place value, e.g. 30 is 10 more than 20; 7 is less than 14 because double 7 makes 14; or 52 is more than 48 because 52 is made of 5 groups of ten and 2 ones and 48 is only four groups of ten and 8 ones. CE 1 vi Suggested teaching and learning Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts Develop subtraction problems involving (and using the language of) comparison or difference using materials, e.g. What is the difference between what I have in my collection and what you have in yours? Develop a bank of basic facts and mental strategies for addition and subtraction beginning with manipulation of materials, moving to drawing and labelling pictures with numbers, and then moving on to purely numerical representations. Develop the ‘counting on’ and ‘counting back’ strategy. Manipulate materials and draw pictures that represent real-life addition and subtraction problems exploring different ways to break up numbers to make up to ten to assist the calculation. Draw attention to situations that might require either addition or subtraction using stories, big books and class experiences. Investigate and partition whole numbers to 10, e.g. 4 is the same as 3 + 1 and 2 + 2. CE 1 vii Suggested teaching and learning Represent, solve and sort problems and visual images of problems involving addition and subtraction using singledigit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 Develop activities where children can investigate and manipulate a collection, e.g. 4 objects in a collection, making it 2 + 2 or 3 + 1; adding “more” to collections and making collections “less” by covering some parts of the collection. Use number lines to see that a number is less than the next or one more than the last number identified. Develop understandings of cardinality, e.g. focusing on how many in collections. Queensland Studies Authority June 2012 | 7 claps makes 5 actions Develop games where children practise subitising, e.g. dominoes, dice games. Explore ways of representing the same number in different ways, e.g. using a five frame or a ten frame. CE 1 x Suggested teaching and learning Describe and order Australian coins according to their value Make explicit links to the 100 board or number system and the value of coins and dollars (coins and notes). Draw attention to the numbers on the coins and notes. Make explicit links to the number line and reference numbers, e.g. more than 50c and less than $1. Recognising and using patterns and relationships PR 1 i Suggested teaching and learning Describe, create and extend increasing or decreasing patterns using skip counting and describe the rules used Develop function machine games with real-life contexts, to show how a rule changes. Model making increasing and decreasing patterns and identifying the rule using skip counting patterns. Explore different rules to create patterns that increase and or decrease. Create increasing and decreasing patterns using numbers based on skip counting patterns and explore the link to beginning algebra. Identify the missing element in patterns. Using fractions, decimals, percentages, ratios and rates FDPR i Suggested teaching and learning Identify and describe a half as either of the two equal parts of whole collections or lengths Explore the equality of halves using questioning, e.g. Are these the same/equal? This half has 5 and this half has 5. Are they the same/equal? Develop language associated with naming halves, e.g. one half, two halves, one whole. Build on the understanding of two equal parts by physically halving materials and groups, e.g. playdough, fruit, groups of children. 8 | Future Directions - Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints Using spatial reasoning SR 1 i Suggested teaching and learning Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties Encourage the correct use of the terms faces, edges and corners when using a feely box to describe 3-D shapes that children can feel but cannot see. Play I Spy, draw these shapes or guess the shape. Provide materials to create shapes, e.g. four straws the same length to make a cube, string loops, elastic loops, playdough, geoboards, software programs. Play online shape games, including searching for matching shapes and drawing with shapes (triangles and rectangles including squares). Make prints using 3-D shapes and show how 2-D shapes are representations of a face of a 3-D shape. Encourage children to identify shapes in different orientations in the environment and in images of familiar environments and construct these environments. SR 1 ii Suggested teaching and learning Use positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location using: clockwise, anticlockwise, forward, under and turns Explore the environment with the children and take time to observe objects and their position in relation to those objects. Think aloud when moving from one location to another to practise directed language including right and left turn. Interpret directions the child gives by giving explanations of the meaning, e.g. Turn right — that means I think about the hand I write with and turn that way. Participate in games that employ oral directions, e.g. obstacle courses, blindfolded games and barrier games. Reflect on the effectiveness of their directions and use of spatial language. Program and direct robots, e.g. BeeBots to program and direct. Using measurement M1i Suggested teaching and learning Measure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps capacities of pairs of objects, using uniform informal units Check when doing concrete manipulative activities that children recognise the attribute they are comparing. Model and encourage children to use the correct mathematical language to describe attributes when comparing length and capacity. Provide opportunities to physically compare attributes to reinforce the concepts of length and capacity. Match the everyday language that children use to the correct mathematical language. Queensland Studies Authority June 2012 | 9 M 1 iii Suggested teaching and learning Identify hour and half-hour times Play games where children discuss and sequence events, using the language of time (hour and half-hour times, days, weeks and months). Talk about hour and half hour time in daily transitions and routines, e.g. It’s 12 o’clock, so it’s time for … Use daily schedules to count duration in hours within the morning or afternoon sessions and sequence personally significant routines by hour and half hour times. M 1 iv Suggested teaching and learning Describe durations using months, weeks, days and hours Use calendars to count durations in days weeks and months. Represent events of personal interest on calendars (emphasising durations in days weeks and months and not by dates) or create a personal diary for a short period of time using hour and half hour time, e.g. one week. 10 | Future Directions - Literacy and Numeracy Checkpoints Literacy and Numeracy Checkpoints Queensland Studies Authority 154 Melbourne Street, South Brisbane PO Box 307 Spring Hill QLD 4004 Australia T +61 7 3864 0299 F +61 7 3221 2553 www.qsa.qld.edu.au