Queechy Alliance Middle Years Literacy Project
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Reading
On the first day of Term 3 Janne Vincent and Ann-Marie McKendrick (In-School Leaders) supported Karen Hampton, Principal of Norwood Primary School, to lead all QA staff in improving their understandings about how children learn to read and the complex processes for our students to become literate for all areas of learning. This was mainly linked to Reading Comprehension and Fluency. The session ensured that all staff were given consistent messages so we all have a shared understanding of how students make meaning through reading.
Guest Speaker
We are very fortunate to have secured the expertise of Anne Bayetto, Researcher & Lecturer in Inclusive & Specialised Education from Flinders University in Adelaide, to work with our QA staff in the final week of this term. Her topics will include Intervention, Teaching Reading in Grades 5-8 and an overview of the The Big 6. The Big 6 are research based elements that contribute to reading development; Oral Language, Vocabulary, Phonological awareness, Letter-sound knowledge, Comprehension and Fluency. This is a wonderful opportunity for our staff and will assist them in supporting students in classrooms. Thank you to Newstead College who have offered the use of their facilities for these two days.
Instructional Model
Queechy Alliance schools continue to work on their knowledge and implementation of the four phases of the Instructional Model (Engage, Explicit Teaching, Targeted Learning and Review) into their classroom practice.
Most recently, all seven schools have delivered professional learning on the Targeted Learning phase. Staff further developed consistency and alignment in their understanding of differentiation and the gradual release of responsibility whilst planning a future lesson/learning sequence for their students. The core, Effective Feedback, Formative Assessment and Quality Questioning, continue to be important elements that teachers consider when planning within each phase of the IM.
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This occurs during the Explicit Teaching phase. |
The teacher works with groups of students who have similar learning needs. Students take greater responsibility for their learning while the teacher observes and intervenes as necessary to develop and reinforce learning. |
Students work collaboratively in groups or pairs. This might involve activities practising the content/ concept/skills introduced previously. |
Independent learning involves students applying, consolidating and transferring their learning to demonstrate understanding. |
