2.5 Literacy and numeracy strategies
Proficient: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Example:
Whilst on a five week teaching block with a class of year four students, I had the opportunity to attend a workshop presented by Sheena Cameron (see 6.2). The workshop discussed and modelled reading comprehension strategies for students of all ages. I had already been using her strategies by following her published book so it was a fantastic opportunity to reaffirm my thinking and my methods for explicitly teaching the strategies.
I explicitly taught the strategies of 'summarising', 'visualising' and 'inferring' in small reading groups during each morning's literacy block. I further linked the strategies to our novel study providing many opportunities to practice this reading skill (see 2.1).
Regarding 'inference', I presented students with random photos and asked them to tell me what was happening in the picture. This led to students using some of the facts about the photo and much of their prior general knowledge to infer what could be happening. This obviously meant that different groups of students came up with differing stories from what they inferred. It led to much lively discussion and was an easy, engaging activity to help the students understand what we do as good readers - we infer and read between the lines of what the author is telling us, building on what we already know from the story, characters etc.
Below are examples of students' initial inferring task.
Whilst on a five week teaching block with a class of year four students, I had the opportunity to attend a workshop presented by Sheena Cameron (see 6.2). The workshop discussed and modelled reading comprehension strategies for students of all ages. I had already been using her strategies by following her published book so it was a fantastic opportunity to reaffirm my thinking and my methods for explicitly teaching the strategies.
I explicitly taught the strategies of 'summarising', 'visualising' and 'inferring' in small reading groups during each morning's literacy block. I further linked the strategies to our novel study providing many opportunities to practice this reading skill (see 2.1).
Regarding 'inference', I presented students with random photos and asked them to tell me what was happening in the picture. This led to students using some of the facts about the photo and much of their prior general knowledge to infer what could be happening. This obviously meant that different groups of students came up with differing stories from what they inferred. It led to much lively discussion and was an easy, engaging activity to help the students understand what we do as good readers - we infer and read between the lines of what the author is telling us, building on what we already know from the story, characters etc.
Below are examples of students' initial inferring task.