Literacy Learning Progressions
Key Note: Dr Alison Davies
Acceleration
ALL project focused on acceleration. More than a years progress in a year
Helping kids below where they should be, this could be National Standards, or a student not at their full potential may be at and should be above.
What can we do differently for the students who are not progressing as they should.
Trajectory progress that needs to be made.
Everyone should be reaching their potential.
How to motivate and engage students.
Metacognition - kids knowing understanding about their learning where they need to go, visible learning growth mindset based on Metacognition
- Need variety and multiple opportunities - need to write all sorts
- Authentic purpose and audience especially for boys - how do we offer multiple opportunities and variety
- Listening to them talking learning talk - ‘think peer share compare’ compare with what buddies are using and why they
Eg 1st paragraph complex sentence - 2nd paragraph rhetorical question, they do it and then show and talk about
Lesson ideas: What do you want your reader to see? What words will you use - share and compare with a peer - fun in explicit lesson, roll a dice etc and about feelings what verb would you choose for embarrassed, angry etc.
“Learners in the driver's seat”
If you driving your own learning need to know idea Analogy of a car need to know of destination, get hands behind the wheel, decisions about
Need to know what a car is and how to unlock it - write what is writing and what a good writer's do, know
Once inside car where you need to go - use at least 3 writer exemplars review reports write down characteristics of a good report
Analyse and synthesis together all the things that are good for a report talk about this, kids discover and look at exemplars, they will discover that reports have tables, charts etc sub headings
Teacher, “what’s the purpose of these charts etc” discuss with kids that clarifies additional info etc.
Task to clarify your main idea - what is your main idea discuss success criteria you will need to do a map etc or chart
Here’s the task now to break this down we need: XYZ
Heres next task what do we need to get there reach these goals discuss this together. HOw will we do this.
Do we need to take any equipment? Device etc
On the road
How’s it going? Are we on the right track? Do we need to take a new direction in our journey of learning.
At the end
Where did we get to shall we take a photo and post to share
Student Agency = Active Involvement
Here’s our problem we need to do with our writing today? Rather than just show discuss with kids to have involvement
Self Assessment
Scale
|
2. Going pretty well
|
3. Ok
|
Not there yet
|
- Give me to reasons your a 3
- Give me two reasons you’re not there yet
Kids will really understand how they get there and they can share and compare how they get there
Have goals
1.e.g complex sentences
2.
3.
THen encourage them to do this and assess themselves, show their partner where they have done goal 1.
What are the components of motivation?
- Attitudes (feelings how well do you like to write?) Why?we want to find this out If they don’t like is it poor spellers?
- Interest - what do you like to write about? Do skill instruction using the writing the kids like to write about. - get kids to write about what thye like to write about put these in a box and today we are using what eli’s likes to write about.
- Value - Is it important to you to be a writer
- Self efficacy-
- Writer’s goal reasons for writing
Engagement
Authentic purpose - writing about convincing someone not to do something rather than today we are learning to
Quiz based on your writing.
Student agency Effort
Intermediate Literacy -
Vocabulary teaching unpack specific vocab so kids are set up to
Note taking, summarising
Hatties Effect sizes
Writing process strategies - activate prior knowledge - then gain knowledge on a topic and set up to then write a report
Working together 'think, compare, share, plan together maybe use the same plan then write your own.
Need Clear specific goals for writing
Ako and relationships
Learners driving their own learning
Session 1a
Authentic purpose for publishing
Or do we publish our best sentence, the best paragraph on the blog.
Important to have a variety in our literacy programme
Do we give them the opportunity to select their writing?
Just in time teaching
Lower student to accelerate, e.g.
Grammarly, read and write
Dragon naturally speaking
TO sort out Year 5 and 6 choose a different highlighter to decide, are they doing it independently, (pinK) are they only doing it when supported and well scaffolded.
Quality over quantity
Focus on one aspect, e.g. introduction,. Next week different focus. Etc
Using the progressions - putting into practice
Use sheet with multiple pieces of writing
Highlight in different colours what can do and next steps and how will I achieve these next steps for my learner, what workshops do I need to put into place
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