Literacy is not one thing evenly spread across the curriculum. It looks different, and takes on different forms in diffe

1. Literacy is not one thing evenly spread across the curriculum. It looks different, and takes on different forms in different learning areas and classrooms. (Kress 1999). Each learning area has its own curriculum literacies, specific terminology, concepts, skills and understandings) and ways of viewing the world that must be understood. There are some similarities in what students might do by way of writing, reading, listening and speaking in each learning area, but the results tend to be different, because each learning area uses its own language, conventions and structures. A procedure written in a Science or Physical Education lesson, for example, will not look the same as a procedure written in an English lesson. There may be similarities in the form of the writing, but the terminology, tone and content of the procedure will differ. Students have to learn to adapt to the varying literacy demands across the curriculum and to master these variations. (2005) Make their Heads Spin! - Improving learning in the middle years

2. Reading and Writing Intervention Grant High School

3. Those people who have the ability to use language appropriately in a range of contexts and for a variety of purposes are said to have acquired a 'cultural capital', which allows them access to a greater number of life choices.

4. Where we came from • Neale Analysis – all English Teachers trained • 2010 Year 8 cohort tested • T&D for Year 8 English Teachers • classroom strategies • Strategies implemented • Some improvement

5. 2010 SSI Review FOCUS ON LEARNING Recommendation 3 • That the leadership and staff analyse the existing data at whole school, learning area and individual class level, including trend analysis, to identify teaching priorities and establish higher academic expectations for students.

6. Attending to literacy and mastering learning-area content are two sides of the same coin. Students need support to be able to understand and effectively use the specific language of different learning areas. When students' literacy skills are improved they process information more effectively, they have greater understandings about learning-area-specific content, and their learning outcomes are improved.

7. Literacy is the key to improving learning in the middle school. Students demonstrate their understandings about subject specific concepts through listening, speaking, reading and writing, viewing and critical thinking activities. Literacy therefore underpins all school learning.

8. High Yield Strategies • comprehensive literacy program • uninterrupted blocks of literacy instruction • differentiated instruction • assessment as, for and, of learning • cross curricular non-fiction writing (text types) • early intervention for students who are struggling • high expectations for all learners • scaffolding students learning • time on task a priority Dr. Avis Glaze founding CEO of the Literacy and Numeracy Secretariat, Ontario

9. Effective Teachers • Engage in enthusiastic and passionate teaching • Have high expectations of student progress and express confidence in student’s ability • Explicitly teach targeted skills and/or strategies • Make connections to literacy in every lesson • Provide many opportunities for practice of targeted skills/strategies • Presents learning in developmental stages • Base all programming decisions on evidence • Monitor closely and provide feedback for improvement • Provide visible signs of progress

10. It can not be assumed that all students come to secondary school being able to write and read competently A whole school approach promotes consistency across classrooms. It also ensures that all teachers share similar understandings, and that they work towards achieving shared goals.

11. Big 6 of Reading • Fluency • Vocabulary. • Comprehension

12. Reading, writing and oral language are interdependent elements of the language acquisition process

13. Whole School Approach • Shared language • Clear learning goals • Assessment for learning • Scope and sequence • Evidence of student learning • Teachers and students talking the metalanguage • Explicit, instructional teaching • Students identify personal learning goals

14. Strategies • Scaffold students • Emersion • Guided writing • Guided reading • Joint construction

15. Gradual Release Model • An explicit, systematic teaching and learning program scaffolds students through a gradual release of responsibility.

16. Written Genres Genre is a distinct way of organising ideas and language to convey messages. We want students to be able to recognise the purpose, structure, language features and conventions of different genres, so that they are able to confidently identify and use them for different purposes, throughout their lives.

17. Reading Expectations • Learner data should be collected, analysed and embedded into the teaching program regularly • Assessment is an integral part of quality teaching of literacy • Students need to be reading at least at their chronological age throughout all levels of schooling.

18. Reading Strategy • Aiming for the majority of students in Year 8 to be reading at their chronological age by the end of the school year. • Term 1 Intervention • Reading out loud for a minimum of 2 x 20 minute sessions per week • Research tells us that reading out loud is the single most influential factor upon reading success and that proficient readers actively use a set of comprehension strategies to help construct meaning as they read.

19. Reading Data • 33% of students reading below their chronological age • 29% of students reading below 11 Years

20. Reading Data

21. Results of 1st Wave Intervention

22. Results of 1st Wave Intervention • 36% of students re-tested after intervention above 11 years

23. Where to Next • MULTILIT