Especially for Teachers - About English

Wide reading program
Writing
Speaking and listening
Spelling
Using technology to communicate
Research skills and strategies
Critical literacy

Units
What does a typical lesson look like?
Assessment

Introduction to the program

The Literacy Program is based on achieving the TLO outcomes for reading and writing. The content of the program is drawn from the English Statement and profile, focusing on Band B, moving into Band C.

In this program students will consolidate and build upon knowledge and skills involving use of TEXTS and LANGUAGE.

The 5-7 English program focuses on expanding the range and complexity of the texts that students read, write, speak, listen to and view. In particular, emphasis is placed on students:

What does a 5-7 English Program look like?

Although there is overlap, the program can be divided into two parts:

• Ongoing elements
• Units based on texts (literature, media and everyday) - either a single text or several texts using a focus or ‘big idea’.

Ongoing elements

Ongoing elements are those parts of the program that need to occur frequently, usually in some form every lesson. There will be opportunity within units to focus on these elements however many of them need to be taught explicitly to meet the needs of individual students.

The ongoing elements are:

• Wide reading program
• Writing
• Speaking and listening
• Spelling
• Using technology to communicate
• Research skills and strategies
• Critical literacy

Wide reading program includes:

• regular opportunities for students to read privately — SSR or DEAR
• sharing and talking about reading, using strategies such as book chat and book share interviews and informal talk
• a physical space in the room which promotes the sharing of new reading materials and includes items such as lists, top-rated books, student recommendations and reflections from within and outside the classroom, author information, a display of texts, a reading corner, a book box
• regular visits to the library or resource area
• surveying students to establish their interests and reading preferences
• valuing and including student preferences and extending their reading repertoire
• maintaining a reading record or reading log
• pro-formas for students to record information such as pages read during a session and ratings of texts
• students exchanging ideas on texts with their peers
• students setting goals for their wide reading including the number and range of texts they will read
• a range of opportunities for analysis and reflection through journal entries, plot profiles, mind maps, cut and pasted illustrations, audio and video tapes
• connections being made with the rest of the teaching program, for example, through explicit teaching of narrative style
• teachers providing regular feedback on student reflections
• teachers modeling reading and reading their own texts during wide reading sessions

(For more information, see Reading)

Writing

There are many opportunities for writing in all aspects of an English program. The ongoing program refers to daily writing and explicit teaching of writing forms.

1. Daily writing

Students have the opportunity to write freely about ideas, topics or issues. Many students need topic guidance. This kind of free writing can happen for about 10 minutes. Sustained writing is the goal rather than creating a piece for publication.

1. Explicit teaching of text types

• Personal retellings, eg. diary
• Factual retellings, eg. science experiment or news

For more information about text structures and features refer to Teaching a Range of Text Types

Teaching writing using the Writing Cycle

This diagram is a simplified version of one developed for the DSP Literacy Project, Teaching Factual Writing: A Genre-based Approach NSW Department of School Education, Sydney. It shows the cyclic nature of teaching students to write in particular genres and the processes which assist them to gain the confidence to write independently and correctly.

Explicit teaching of the structures and features of English

During the writing cycle especially when editing, teachers will notice issues that small groups or the whole class may have particular issues with structures and features. It is more meaningful if the teaching about writing structure is taught within the context of student writing.

Teaching foci might include:

• Paragraphing
• Sentence structure
• Tense
• Punctuation

Students are taught strategies for planning their writing, drafting and publishing and proofreading their own and others’ writing. This can be done as a whole class activity. Modelling the editing process is particularly effective.

For more information about particular aspects of a writing program, see Writing

Speaking and Listening

Teaching strategies

Speaking and listening are embedded in everything that happens in an English program. Teachers need to plan for opportunities to develop speaking and listening skills. A classroom climate, which is collaborative and uses a range of cooperative learning structures (rather than simply ‘group work") provides an ideal climate for developing speaking and listening

Strategies that are particularly useful in developing speaking and listening skills include:

• Academic controversy
• Asking questions
• Book discussion groups
• Book raps
• Book share
• Choral speaking
• Cloze
• Consensus 1 - 3 - 6
• Debating
• Dictogloss
• DRTA
• Imaginative recreation
• Interview the author
• PMI
• Readers theatre
• Reading aloud
• Retelling
• Sequence chart
• Six thinking hats
• Small group discussion
• Think-pair-share

In addition to this, students learn how to present information to the class using aids such as power point, and how to conduct an interview.

Spelling

Gaelene Rowe in her book Systematic Spelling writes that good spellers :

• Approach spelling as a problem solving activity. They look for patterns and regularities in words and the way the sounds they contain are represented by letters of the alphabet.
• Have a systematic approach to learning and don’t rely too much on memorising; make generalisations by comparing letter and sound patterns in words they know with new words they need to spell.
• Have a conscience about spelling. They don’t like to be wrong and they automatically check doubtful words
• Do not avoid using a word, simply because they can’t spell it.
• Use spelling knowledge in their writing. This creates a reason for learning to spell and gives practice in the complex processes of turning thoughts into writing language. Reading also helps to establish familiarity with the appearance of correct, printed language.

Developing ‘good’ spellers

• Knowing the students is essential to designing an effective spelling program.
• In years 5-8 students are consolidating their spelling knowledge and extending their use of strategies.

Key spelling strategies

These strategies become the teaching focus and are selected according to the needs of the students.

1. Phonic strategy

At this level the focus is on revision of some sounds with more extensive vocabulary according to students’ writing needs

1. High frequency words

Selecting and learning high frequency words from all curriculum areas plus individual words of choice. ISL can be used here with associated activities such as word families, plurals, rhyming words, putting into a sentence, breaking into smaller words, using a mnemonic, highlighting the ‘tricky bit’ etc.

2. Visual strategies

Exploring spelling patterns: eau, eigh,aigh,eo,ua,uar. Revising some spelling patterns with more extensive vocabulary, according to children’s writing needs.

3. Word power or word structure strategy
• Prefixes and suffixes
• Word origins or derivations
• Acronyms
• Compound words
• Building word families
• Synonyms and antonyms
• Apostrophe for contraction, possessives and plurals.
• Proofreading and using resources efficiently (Spellchecker, dictionary, thesaurus)

Classroom routines

1. The classroom should have a variety of spelling resources such as:

Lists of:

• Thematic words
• Words form other curriculum areas
• Unusual word
• Latin and Greek roots
• Synonyms
• Antonyms
• Prefixes and suffixes
• Unusual words
• Exciting words

A variety of :

• Dictionaries
• Thesaurus
• Spelling games
• Books with poems, riddles, tongue-twisters, limericks, jokes, songs

2. Spelling journals or Word books or Word study books

Can contain:

• Words misspelt in their wiring
• Common class errors
• High frequency words
• Subject specific words
• Mnemonics and spelling hints
• Lists that focus on prefixes, suffixes, homophones, words origins
• Record sheets peer testing, personal reflective comment about spelling, word count record (once a month check of first drafts — choose 50-100 words and count words spelt correctly.

Sample procedure for using ISL (suggest 2x per week + homework)

All the above word lists contribute to an ISL When selecting words for individual lists keep a balance between the words that the students want to learn and words selected by the teacher that the children need to learn

1. select five personal words to learn from their writing
2. teacher selects five ‘class’ words
3. Students learn the words at home and at school during the week. (Look Say Cover Write Check).
4. Students complete activities related to the words.
5. Peer Testing: 2-3 times per week. Word sis crossed of when tested and correct three times.
6. Teacher test monthly selecting any 10 words.

3. An explicit teaching focus (suggest 2 x 20 minutes per week)

Teacher chooses a focus from the visual, phonic or word strategy area. 

References:

Spelling K-8: Planning and teaching, Diane Snowball and Faye Bolton (1999) Stenhouse.

Systematic Spelling: A Classroom Action Plan, Gaelene Rowe and Bill Lomas (1996) Dellasta.

• In English, technology includes cameras, audio equipment, computer technology, video equipment, overhead projection devices, scanners, printers, CD equipment - almost any device that can access, present, manipulate and communicate words, sounds and images to enable us to create meaning.

• Word processing/desk top publishing
• Internet for information
• Discussion groups
• Web page construction
• CD ROM information
• Interactive book reading
• Drawing
• Games
• Digital image manipulation
• Sound recording
• Graphic organising
• Talking books

• What is appropriate information to include on a personal home page?
• What are the pros and pitfalls of computer chat?
• If e-mailing someone we don't know, what is an appropriate tone to use?
• Does layout matter?
• What are the social and personal implications of not having access to computer
  technology to communicate?

• Who is privileged in this text?
• Who might this text exclude or marginalise?
• What attitudes and values are implied in this text?

• Classroom dynamics. How do we ensure that students use the computers in a collaborative way? What balance of computer and other activities is appropriate at any one time to keep the class communicating and functioning well?
• Skills, attitudes and knowledge of computers and computing. How do we help students to develop the specific skills needed in English, such as effective use of spell-checking programs and critical viewing skills?
• Moral, ethical and equity questions. When the Internet opens up information resources far beyond the schools' own, how do we ensure that students are protected from exploitation but not limited? What kinds of ethical questions do we need to investigate with students?

For more information, see Technology

Research

Why research?

When we talk about "research" in the context of English, we are also referring to "information skills" and "resource-based learning".
With the explosion in information available to students through digital technologies, it is more important than ever for students to become skilled as researchers. The arrival of the internet has led many teachers to incorporate a strong critical literacy approach when teaching their students to research so that students ask fundamental questions about any text:

• Who created the text?
• Who enabled the text to be published and distributed?
• What view of the world does the text present?
• For what purpose? In whose interest is it? Who benefits?

1. Involve the librarian or library aide in your planning.
2. Organise an attractive learning environment with displays, examples of previous years’ work, key vocabulary connected with the topic.
3. Be clear about the purposes and outcomes of your students’ research and ensure that your students share this understanding.
4. Ensure that the task is achievable and that there is enough time for students to undertake it successfully.
5. Ensure that there is a variety of resources to cater for different abilities and interests.

1. Immerse the students in the language and concepts of research
2. Model the research process; demonstrate how you deal with difficulties.
3. Model an aspect of the research process each lesson.
4. Have examples of strategies such as brainstorming, note-making, graphic outlines, etc. on the walls.
5. Have models of different written genres (eg descriptions, reports, essays, arguments, explanations, etc.) students can use when presenting their work.
6. Scaffold students’ learning as they go - proformas and checklists are useful aids at all stages of research.
7. Teach research skills such as brainstorming, mind mapping, asking questions, locating and accessing appropriate information, skimming, scanning, summarising, note-taking, presentation skills, the characteristics of genres, etc.

Stage 1: Deciding
Stage 2: Finding
Stage 3: Using
Stage 4: Recording
Stage 5: Presenting

For more information, see Research 

• looking at the meaning within texts
• considering the purpose for the text and the author's motives
• questioning the ways in which texts have been constructed
• analysing the power of language
• emphasising multiple interpretations of texts. (Because people interpret texts in the light of their own values and beliefs, texts will have different meanings to different people.)
• having students take a stance on issues.
• providing students with opportunities to consider and clarify their own attitudes and values
• providing students with opportunities to take social action

Why am I/are we reading this text? Who benefits from the text? In whose interest is the text? What is the text about? What view of the world is the text presenting? What kind of knowledge is presented/not presented in the text? How do I feel about the text? How many interpretations of the text are possible? What kinds of social realities does the text portray? How does the text depict age, gender, culture? How is the child / how are the children constructed in this text? How are the adults constructed in this text? Why has the author portrayed the characters that way? What kind of language is used? Why is the text written the way it is?

Units Units are planned around texts. A class would probably complete about eight units per year. Teachers plan units so that students experience a range of texts including literature (classic, contemporary and popular), mass media and everyday texts and have opportunities to develop their reading, viewing, writing, speaking and listening skills. The focus is on understanding the context of the text, understanding its structures and features and developing strategies to access and create texts.

• Consider why readers have different opinions about a text?
• Justify opinions using information from the text.
• Understand that there are different viewpoints.
• Challenge simplistic and stereotypical portrayals of people in literature
• Discuss values and attitudes in texts.

• Consider point of view, plot, characterisation, and use of imagery, atmosphere, suspense and setting.
• In film, look at use of technical effects
• Understand the features of different literary forms such as mystery, adventure, science fiction
• This understanding is transferred to their own writing.

• Create opportunities to help students read better, such as cloze, read and retell, directed reading and thinking activities.
• Develop strategies to cope with difficult texts such as using cues, text organization, re-reading or reading on
• Create opportunities to reflect, such as through a reading journal
• Teach students how to review, revise and proofread.

• Students comment on the way people are portrayed in the media
• They construct their own texts to demonstrate their understanding of how cultural and social factors are used to communicate in the media.
• Students focus on how the news is reported.

• Understand the features of media texts and how the target audience influences content, for example in newspaper layout.
• Learn how to distinguish fact from opinion
• Compose relevant media texts such as review, reports.
• Consider the use of emotive language and use it in creating their own texts such as advertisements.

• Learn how different aspects of media texts work together to make meaning (aspects such as music, sound, dialogue, and clothing).
• Produce their own texts

• persuasive and argumentative texts such as letters
• spoken language
• research texts

• Consider how talk affects relationships
• Consider the needs of an audience
• Note that spoken and written language may have different purposes

• Look at features of structure and organization such as layout, vocabulary, volume and body language.

• Emphasise the development of students’ everyday use of discussion and problem solving skills in the classroom.
• Teach strategies for leading and participating in group discussion
• Teach how to plan and prepare talks
• Demonstrate research skills for short, tightly focused research tasks.
• Teach strategies for accessing texts such as using tables of contents or subheadings, reading for answers, predicting, and note-taking.

• Novel or picture book study — whole class or conference
• Fables, myths and legends
• Film
• Reading and writing narrative
• Advertising
• Creating a class newspaper
• Giving a short talk based on research
• Interview presentations

• Who am I?
• My place in time.
• What is fantasy?
• What is a good story?
• What is a stereotype?
• What can I learn from older people?
• What makes a good advertisement?
• Sexism in sport.
• What does it mean to be Australian?
• What makes a hero?
• Every picture tells a story.
• What is fair?
• Independence
• What makes a friend?
• How can I hurt?
• Journey to self
• In the frame
• What is poetry?

What does a typical lesson look like?

50 Minutes 15 minutes SSR 10 Minutes Reading Log 35 Minutes Teacher-directed focus on spelling or writing, including student worktime

100 minutes 15 minutes SSR or SSW 10 minutes reading log and journal 20 minutes spelling or writing focus 10 — 15 minutes unit focus. Teacher directed focus related to the unit either reading aloud, modelling, explaining, sharing, negotiating 50 minutes — work time on tasks related to the unit 10 minutes - sharing or individual reflection

Assessment

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