1.+Literacy+Resources

= **Literacy Resources** = =//Reading to the mind, is like food is to the body (Sir Richard Steele)//=

//**Assessment |**// //**Planning |**// //**Classroom Libraries | Independent Reading | ICT Tools | Cooperative Learning | Attitude to Reading Survey**//

[[image:as_for_of.jpg width="127" height="108" align="right"]] **Assessment** [[image:assessment_cartoon.jpg width="352" height="473" align="left"]]

 * Assessment for improved student learning and deep understanding requires a range of assessment practices to be used with three overarching purposes:

- Assessment **FOR learning** - occurs when teachers use inferences about student progress to inform their teaching - Assessment **AS learning** - occurs when students reflect on and monitor their progress to inform their future learning goals - Assessment **OF learning** - occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Check out the following document to give you an idea of the assessment you would be using throughout the year using 'for, as & of'.



**Assessment FOR**
> > For those of you that like using PROBE to assess your student' level of comprehension, these documents may be of some help for using your assessment FOR planning. > For more information or resources for PROBE, check out this website: [] > > **Comprehension Checklist & Conferencing**. This is a great checklist of all the areas you need to think of in all 6 of Di Snowball's Comprehension Strategies. Some teachers like to put this checklist in their Conferencing Book to keep track of what has been taught and as a reminder of the students that require more help in each comprehension area.
 * **CAPS** assessment grid. After completing the Concepts About Print assessment, fill in the attached grid so you can identify your students needs. The specific needs can be used as a whole class focus during Shared Reading, or for a small teaching group.
 * **Probe**. **P**rose, **R**eading, **O**bservation, **B**ehavior & **E**valuation. [[image:probe_taxonomy_diagram.jpg width="575" height="387" align="right"]]
 * **CONFERENCING**

This professional reading is a worthwhile read about conferencing students in grades 5 - 8. == ==

**Assessment AS**

 * Student Criteria** - Following is some criteria & rubrics I have developed. Feel free to use them, or alter them to suit your grade.

NAPLAN Preparation
The WMR has prepared a document to assist teachers and schools for the preparation of NAPLAN. This document explains how to use reading comprehension and numeracy to improve outcomes gained in high stake tests such as NAPLAN. The document acts as an integral part of teacher's work program instead of teaching to the test. It is a good document and will assist teachers greatly for planning.

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**Planning**
 * The Reading Block Structure:** Below is a diagram that illustrates the Reading Hour.

**Learning Intentions & Success Criteria**:
A Learning Intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons (Learning Unlimited, 2004). These have also been called Learning Objectives or WALTs - We Are Learning To....

Read the following two readings detail what learning intentions and success criteria are and how to implement them in your classroom. They are definitely worth the read!



**Higher Level Questioning during Share Time**:
Share time is a very important part of the reading block structure. It is a time where the teacher can address misconceptions s/he had found during the lesson and to also allow students to learn from each other by sharing their strategies. Teachers often get stuck on how they should do a quality share time. A good way to ensure that you are promoting high level thinking is to direct your students by asking high level questions....

//** Blooms Taxonomy **//! Beware.... If it's been a while since you've looked at Blooms Taxonomy, it has changed!


 * Blooms Taxonomy ** – Use one of these question types to generate higher level thinking from students.
 * Remembering ** : recognise, list, describe, identify, retrieve, name… Can you recall information?
 * Understanding ** : interpret, exemplify, summarise, infer, paraphrase… Can you explain ideas or concepts?
 * Applying ** : implement, carry out, use… Can you use the knowledge in another familiar situation?
 * Analysing ** : Compare, attribute, organise, deconstruct…. Can you differentiate between constituent parts?
 * Evaluating ** : check, critique, judge, hypothesise… Can you justify a decision or course of action?
 * Creating ** : design, construct, plan, produce… Can you generate new products, ideas or ways of viewing things?

Here are some Thinking Verbs that are found in the Victorian Essential Learning Standards! Apply Classify Compare Connect Contrast Describe || Discuss Elaborate Explore Diagram Identify Interpret Judge || Observe Organise Paraphrase Predict Respond Support Represent || Visualise Reason Verify Solve Summarise Simplify ||
 * Analyse

These documents might be useful to use for your literacy planning. >
 * **Literacy Planner**. You may use this Literacyas a template or feel free to create your own, but remember that your planner must follow the reading block structure (whole class focus, independent reading/PRE, teaching group, conference & whole class share).
 * Teaching Groups. Here is an organiser to group your students in comprehension.


 * **The Reading Curriculum**. The document below outlines all of the areas you need to focus on during your reading block. You will find that you already have a lot of knowledge in the reading curriculum, but it is just called something else. Other common terms for these areas are written below so you can identify them. It is important that every teacher in the school shares a common language, so please use the terms as indicated in the reading curriculum set by the WMR.


 * **English Scope & Sequence**. Attached is the AUSVELS English Scope & Sequence for levels F-10.
 * **Literacy Yearly Overview**. Below is an example of an overview of all the areas that need to be taught in a year. The planner is made by looking at all the inquiry topics for the year and then selecting appropriate reading and writing genres that work well with them. NAPLAN is also considered. Below is based upon VELS level 4 (grades 5 and 6).

top **Classroom Libraries**

**Design Examples - The key is to make it inviting - A place where students are drawn into!**

There is no right or wrong way of setting up your classroom library. The best way to do it, is to do it with your students as they will then own it. Have them think of their categories/genres, and allow them to be creative with making their own labels. The key is to make the library inviting so that every child will want to come and enjoy their library space. If you are stuck for boxes, use the boxes the photocopy paper comes in. They can be cut down to size and it doesn't matter if they get destroyed as there is always an ample supply of them.

Here is website that has some great ideas about classroom libraries. It is worth a look! Classroom Library Link

//**Setting up a Classroom Library**//







Here are some labels that I made up for my classroom library. Feel free to use them if you wish. I stuck them on Magazine holders.



Here are some internet sites you may wish to look at for more ideas. [|Setting up a Classroom Library] classroomresources (classroom libraries) What an Effective Classroom Library Looks like (tips on making a good classroom library)

**Great Books to have in your classroom Library - or to own yourself!**
Check out the Children's Book Council of Australia Book Winners for great books to add to your library. Click here to visit their site.

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Choosing a Just Right Book
These websites have good ideas for teaching your students to find 'Just Right Books' Read Write Think is a great website for ideas. Visit this site here for a lesson example on teaching students how to pick 'Just Right Books'.

//**Conferencing**//
Below are some documents you might be useful for your conferences.

This comprehension checklist is a good reference to use while conferencing as there are many areas in each strategies

//** Reading Journals **// Here are some ideas of what you could put into your students reading journals Here is a criteria for your students to follow when writing a reflective journal.

How a conference might look with a prep. //Coming Soon...//
 * Conferencing Video** -

 =//Attitude to Reading Survey//= media type="custom" key="21041974"

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ICT Tools


 * Cooperative Learning **


 * Cooperative Group Cards** - These cards are great for students to share roles during group work activities. The group roles include: Time Manager, Recorder, Materials Manager, Reporter, Encourager and Task Director. These cards work a treat. You'll love them!