Guide To The Literacy Teaching Toolkit: Foundation To Level 6
Guide to the LiteracyTeaching Toolkit:Foundation to Level 6READING AND VIEWING VERSION 1
Melbourne Oct-17 Version 1 State of Victoria (Department of Education and Training) 2017The copyright in this document is owned by the State of Victoria(Department of Education and Training), or in the case of somematerials, by third parties (third party materials). No part may bereproduced by any process except in accordance with the provisionsof the Copyright Act 1968, the National Education Access Licence forSchools (NEALS) (see below) or with permission.An educational institution situated in Australia which is not conductedfor profit, or a body responsible for administering such an institutionmay copy and communicate the materials, other than third partymaterials, for the educational purposes of the institution.Authorised by the Department of Education and Training,2 Treasury Place, East Melbourne, Victoria, 30022 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
ContentsForeword5Introduction6What is in this Guide?7Literacy Teaching Toolkit:Foundation to Level 68Overview8Clear and coherent structure9What does the currentToolkit include?9How can it be used?9Where to find the LiteracyTeaching Toolkit9Literacy – The Wider Context10Teaching reading and viewingKey Aspects of Readingand Viewing16Introduction16Concepts of print16Phonological awareness16Phonics17Word terature19Multimodal literacy19Visual literacy1911Core Teaching Practices20Literacy teaching and learning14What are the core teaching practices?20Reading and viewing in the VictorianCurriculum15References24Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 3
4 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
ForewordThe Victorian Government’s promise is simple but bold: to build a world classeducation system and transform Victoria into the Education State.The Literacy Teaching Toolkit: Foundation to Level 6 (theToolkit) has been developed in response to requests fromschools for easily accessible, high quality, differentiatedliteracy support.The Victorian Government has set ambitious EducationState school targets to focus efforts on those things thatpromote excellence across the curriculum, build the healthand wellbeing of children, and break the link betweendisadvantage and learning outcomes. These targetsreflect the ambition to improve children’s outcomes.Supporting literacy and numeracyin Victorian SchoolsThe Department of Education and Training hasintroduced a Literacy and Numeracy Strategy to supportthe work teachers do in the classroom, and at theirschools, to improve literacy and numeracy. The strategywas devised in collaboration with literacy and numeracyexperts, principals, teachers, academics, key stakeholdersand peak bodies.A strong foundation in literacy and numeracy is vital forevery child and young person. That foundation underpinstheir ability to: engage in education reach their potential participate fully in the community.Achieving these goals contributes to a virtuous circle inwhich characteristics like the ability to reason critically,to experiment, to be resilient and persistent, also supportliteracy and numeracy development.Long term impactStrong literacy and numeracy are keys to engagement inlearning and achievement, completing Year 12 and tertiaryeducation, and securing employment and higher income– factors also associated with better health and lessinvolvement with the justice system. The consequencesof lacking strong literacy and numeracy are substantial.A citizenry with high literacy and numeracy levels is bestplaced to tell opinion from fact, to understand a changingenvironment, to connect with others within and beyondour community, and to do meaningful work in a global,increasingly automated economy.Focus on literacyLiteracy begins at birth and we want children and youngpeople to: learn to adapt language to meet the demands ofgeneral or specialised purposes, audiences andcontexts learn about the different ways knowledge and opinionare represented and developed learn about how to show more or less abstraction andcomplexity through both language and multimodalrepresentations.This breadth of learning expectations means print anddigital contexts are included, and listening, viewing,reading, speaking, writing and creating are all developedsystematically and concurrently.Teachers are encouraged to explore and share the highimpact literacy teaching strategies as an integral part ofplanning for teaching and learning.The Toolkit contributes to the Department’s support forschools and teachers through the Literacy and NumeracyStrategy.Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 5
IntroductionThe Victorian Government has committed to making Victoria the Education State:improving outcomes for every child, in every classroom, in every community.Literacy education is foundational to engagement inlearning and lifelong achievement. Providing schools withclear direction and priorities to focus on student learningis a key part of the Education State. Ambitious targetsin literacy and numeracy have been set as part of theEducation State reforms.Our targets focus on what matters mostLearning for lifeBy 2020 for Year 5, and the next10 years for Year 9, 25% morestudents will reach the highest levelsof achievement in reading andmathematicsTo assist schools and teachers to reach our targets andsupport every student in Victoria to succeed in literacy,we have developed the Literacy Teaching Toolkit. TheToolkit is a web-based resource that supports teachers toimplement the Victorian Curriculum F-10 and the VictorianEarly Years Learning and Development Framework(VEYLDF).The Victorian Curriculum and the VEYLDF set out whatstudents are expected to learn about literacy in primaryand secondary schools. Both require teachers to havesophisticated knowledge about language and literacycontent. Teachers also require an appreciation of effectiveteaching practices that allow them to incorporateinformed content and pedagogical knowledge into theirpractice. The Toolkit supports teachers by providingdetailed evidence-based guidance on effective literacyinstruction. The current version of the Toolkit containsguidance on reading and viewing for primary andsecondary schools (for students working up to Level 6).By 2025, there will be a 33% increasein the proportion of 15-year-oldsreaching the highest levels ofachievement in scientific literacySchool leadership teams use the Framework for ImprovingStudent Outcomes (FISO) to drive strategic and annualplanning for excellence in literacy teaching and learningat the whole school level. The Toolkit supports schools andteachers in the FISO priority area of Excellence in teachingand learning. It provides guidance for teachers on each ofthe four dimensions within this priority. These are:By 2025, more students will reach thehighest levels of achievement in thearts Evidence-based high impact teaching strategies Building practice excellence Curriculum planning and assessment Evaluating impact on learning.By 2025, 25% more Year 10 studentswill have developed excellent criticaland creative thinking skills6 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
'Sophisticatedknowledge aboutlanguage and literacy'What is in this Guide?Recent research has shown that when school and earlychildhood educational leaders develop their specificknowledge about literacy teaching and learning, theireducators and teachers feel supported and engaged inraising achievement in literacy.This Guide is designed to support school leaders andteachers to understand and use the Toolkit. The Guidecovers Reading and Viewing – Foundation to Level 6 ascontained in the current version of the Toolkit. The Guidecontains the following sections:The role of professional learning in literacy has taken ‘centrestage’ in leaders’ planning across the whole school setting. The ‘Literacy Teaching Toolkit: Foundation to Level 6’section provides information about what the Toolkitis, how it is structured, what it includes, how teachersmight use it and where to find the Toolkit. The ‘Literacy – The Wider Context’ section provides adefinition of literacy and information about teachingreading and viewing, literacy teaching and learning,and literacy in the Victorian Curriculum. The ‘Key Aspects of Reading and Viewing’ sectionprovides information about key aspects of the Toolkit. The ‘Core Teaching Practices’ section provides anoverview of the range of core practices that can beused to teach literacy.Development of the Toolkit has drawn on extensive researchthat shows to be an effective reader requires skills andunderstandings in decoding, text use and text analysis.Teachers should employ a range of evidence-based literacyapproaches to tailor teaching and learning to the needsof their students. Teachers are expected to teach phonicsexplicitly, for example, alongside supporting students’ literal,inferential and evaluative comprehension. It is important tosupport students’ interest, engagement and enjoyment withbooks and other texts that they read and view. The Toolkit is aweb-based resource that supports teachers to implement theVictorian Curriculum and the VEYLDF.FISO Improvement ModelBuilding practiceexcellenceCurriculum planning andassessmentEvidence-based highimpact teachingstrategiesEvaluating impacton learningExcellence in teachingand learningEmpoweringstudentsand buildingschool prideStudentachievement,engagementand wellbeingPositiveclimate forlearningCommunityengagementin learningParents and carersas partnersGlobal citizenshipHealth onsand promotinginclusionIntellectualengagement andself awarenessNetworks with schools,services and agenciesBuilding leadershipteamsInstructionaland sharedleadershipBuildingcommunitiesVision valuesand cultureStrategicresourcemanagementGuide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 7
Literacy Teaching Toolkit:Foundation to Level 6This section provides information about what the Literacy Teaching Toolkit is, thepurpose of the Toolkit, what it includes, how it is structured, how teachers mightuse it and where to find it.OverviewWhat is the Literacy Teaching Toolkit?The Toolkit is a web-based resource that supportsteachers to implement the Victorian Curriculum andthe VEYLDF. The Toolkit provides practical advice abouthigh-impact teaching practices that improve literacyoutcomes. The Toolkit supports teachers to: activate their knowledge understand what excellence in practice looks like forthe teaching of language and literacy understand the manageable steps that teachers cantake in the teaching of language and literacy in eachdomain of practice understand the learning continuum for literacy asit relates to the Victorian Curriculum, to locate astudent’s progress and a teacher’s next steps.It is designed to provide access to evidence-informedunderstandings about effective language and literacyteaching and learning through: detailed accounts of essential elements of what needsto be taught descriptions of key language and literacy teachingpractices and their role in scaffolding learning linking theory and practice detailed instructional guides and sequences of lessonswhich illustrate practical examples of language andliteracy teaching video vignettes which demonstrate literacy teachingpractices video vignettes of experts discussing variousdimensions of literacy for use in professional learningor discussions within schools.The Toolkit recognises the importance of high qualityteaching and learning experiences in language andliteracy, alongside the use of rich literature.The Toolkit is currently in development and will be releasedin stages from October 2017 through to March 2018: The current version of the Toolkit contains the firstpart of the reading and viewing component forprimary and secondary schools (for students workingup to Level 6). Pedagogical videos will be released from November2017 through to March 2018. The complete Toolkit, which will include writtenguidance and pedagogical videos for the teachingof reading and viewing, writing, and speaking andlistening from Birth to Level 6, will be available via theVictorian Literacy Portal in March 2018.A timeline of the stages of release of the Toolkit is outlinedbelow.Phase 1 Literacy Teaching Toolkit release dates50% of Reading and ViewingF-6 resources releasedOctober 2017Rolling release ofpedagogical videosNovember 2017 - March 20188 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6Complete Literacy TeachingToolkit released March 2018
'Activatetheirknowledge'Clear and coherent structureThe Toolkit provides clear and coherent learning pathwaysfor each stage from Foundation through to Level 6. Thesestages are: Foundation to Level 2 Levels 3 and 4 Levels 5 and 6.The current version of the Toolkit describes the readingand viewing component of the Victorian Curriculum ateach of these three stages.Reading and viewingReading and viewing identifies the skills and resources forthe reader as a text:What does the currentToolkit include?The current version of the Toolkit includes: indicators of literacy learning and development inreading and viewing that illustrate learning progressbetween the achievement standards set out in theVictorian Curriculum F-6 written guidance for teachers in language and literacyinstruction aligned to the Victorian Curriculum andVEYLDF.How can it be used?Teachers can use the Toolkit to: strengthen classroom literacy teaching and learningprograms decoder participant support professional learning meetingsuser develop school-wide literacy plansanalyst. The complete Toolkit will also describe the speaking andlistening and writing elements of the Victorian Curriculumat each stage.plan for teaching and learning to build success inliteracy personalise student learning experiences support self-reflectionSpeaking and listening Speaking and listening identifies the skills and resourcesfor language:develop a scaffolded approach to building theirlanguage and literacy knowledge and practices develop subject matter knowledge across curriculum. form content use – social use – academic.Where to find the LiteracyTeaching ToolkitThe Toolkit is:Writing located on the home page of the Victorian LiteracyPortal, which brings together in a single repository theDepartment of Education and Training’s literacy andlanguage related ish/literacy/literacytoolkitguide.pdf connected to the FISO and associated early childhoodresources.Writing identifies the skills and resources for the writer asa text: encoder participant user analyst.Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 9
Literacy – The Wider ContextThis section provides a definition of literacy and information about teachingreading and viewing, literacy teaching, and learning and literacy in the VictorianCurriculum.Defining literacyReading and viewing in different mediaLiteracy is defined as the learner’s developing abilityto interpret and create texts with context, accuracy,confidence, fluency and efficacy.Contemporary texts are increasingly multimodal. This givesrise to the need for children and young people to become‘multi-literate’ – to have the competence to use a rangeof static and dynamic modes in print and digital formatswhich enables them to develop the capacity to:Literacy todayLiteracy today is diverse and complex. It is recognised asbeing ‘social, community-based, culturally-defined, varied,and potentially transformational’ (Snow, 2004, p.5).Literacy encompasses the interrelated modes of readingand viewing, writing, speaking and listening. Although eachmode requires specific teaching and learning programs andpractices, the reciprocal nature of these domains meansmore than one is likely to be in operation at any one time.Texts encompassed by literacy today include literature,media texts, everyday texts, and workplace texts fromincreasingly complex and unfamiliar settings. They rangefrom the everyday language of personal experience toabstract, specialised and technical language, including thelanguage of schooling and academic study.Literacy across the curriculumLiteracy across the curriculum requires children and youngpeople to have skills which enable them to interpret andcompose texts across different disciplines. This involvesteaching that prompts learning that: embeds a grasp of how different language choices andpatterns represent and document ideas and views ofthe world through a range of genres develops a sense of the way disciplinary knowledgeis organised (for example, in science, history orgeography). decode interpret analyse construct texts.English as an Additional Language (EAL)Every year, more than 6,000 newly arrived EAL studentsenrol in Victorian government schools. EAL studentsare defined as students who come from a languagebackground other than English, and speak a languageother than English as their main home language. In 2016,newly arrived EAL students came from 135 languagebackgrounds.EAL students are a diverse group. They can: be born overseas or in Australia enter the Australian education system at any year level have little, some or no exposure to English or Englishliteracy have varied experience of formal schooling, rangingfrom little or no schooling, or severely interruptedschooling, to schooling equivalent to that received bytheir chronological peers in Australia.Each subject or discipline, such as Science or History, hasits own distinctive literacy demands (Christie & Derewianka,2008). The Toolkit promotes an informed understandingof texts common to various disciplines, including English,which contributes to teachers’ capacity to support children’sinterpretation and composition of a variety of print basedand multimodal texts (Myhill, Jones & Watson, 2013).10 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
'Literacy todayis diverse andcomplex'Teaching reading and viewingTime required for masteryStudents can master basic interpersonal communicativeskills in English in two to three years (Cummins, 1998).The time it takes to become proficient in more complexacademic English required across the school curriculumis influenced by factors such as age, previous education,literacy and involvement in specialist EAL programs.Students who are not literate in their first language requiremore time to achieve proficiency than those who areliterate in their first language, and who have educationalexperiences similar to those expected for their age group.In the classroom, EAL students require exposure to Englishlanguage with targeted teaching and support to meet theirindividual needs.TermPhonemic awarenessThere is a rich history of theory, research, and findingson the teaching of reading. The most important metaanalysis in recent years is Teaching children to read: Anevidence-based assessment of the scientific researchliterature on reading and its implications for readinginstruction (National Reading Panel, 2000). Commonlyknown as the National Reading Panel report, it identifiedthe ‘five pillars of reading’ as: phonemic awareness phonics fluency vocabulary comprehension.The five pillars of reading are defined in the followingtable:What it meansAbility to focus on and manipulate phonemes in spoken words.Phonemic awareness is an important skill in acquiring reading and writing skills.Knowledge of letter-sound correspondences.PhonicsEssential for beginning to learn to read. Phonics involves learning the alphabetic systemas letter-sound correspondences.Capacity to read texts with speed and accuracy.FluencyA critical component of skilled reading. Fluency is developed with guided oral readingpractice that improves word recognition, the speed and accuracy of oral reading, andcomprehension.Knowledge of the meaning of words.VocabularyOral vocabulary is a key to learning to make the transition from oral to written forms.Reading vocabulary is crucial to a skilled reader’s comprehension processes.Capacity to analyse the meaning of sentences and texts.ComprehensionAn active process in which cognitive engagement is central. Comprehension isregarded as a series of interactions between the text and the reader.Source: National Inquiry into the Teaching of Literacy, 2005More recently, Deslea Konza (2014) argues the case for the inclusion of oral language and early literacy activities as anadditional sixth pillar.Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 11
Setting the stage for reading developmentBeyond print based literacyScott Paris (2005, p.200) discriminates betweenconstrained and unconstrained reading skills. Mostchildren can reasonably quickly master constrained skills,such as print awareness, phonemic awareness, alphabeticknowledge and fluency. Unconstrained reading skills, suchas vocabulary and comprehension, are broader in scopeand are developed continually.As communication practices have become increasinglyshaped by developments in information and multimediatechnologies, it is no longer possible for us to think aboutliteracy solely as a linguistic accomplishment (Jewitt,2008, p.241).Paris notes that while constrained skills are necessary,they are not sufficient for other reading skills. Hestates that constrained skills ‘enable automaticdecoding, deployment of attention, and applicationof comprehension strategies so they set the stage forreading development, but they are not simple causes forcomplex reading skills to develop’ (Paris, 2005, p.200).Most children can reasonably quicklymaster constrained skills, such asprint awareness, phonemic awareness,alphabetic knowledge and fluency.Multimodal literacy recognises that meaning in manytexts is communicated through combinations of twoor more semiotic (meaning making systems) modes.Semiotic modes include written language, spokenlanguage, visual, audio, gestural, and tactile and spatialsystems of meaning (The New London Group, 1996;Kalantzis, Cope, Chan, and Dalley-Trim, 2016). Multimodalis the combination of two or more of these modes tocreate meaning.Most of the texts that we use are multimodal, includingpicture books, text books, graphic novels, films, e-posters,web pages and oral storytelling as they require differentmodes to be used to make meaning. Each individual modeuses unique semiotic resources to create meaning (Kress,2010) and teaching of these needs to be explicit.The English curriculum in the Victorian Curriculum setsout what students should learn about visual literacy.Students examine how meaning is made in still andmoving image texts. It is addressed through the modeof ‘viewing’. Like reading, viewing is a process of makingmeaning and ‘involves decoding, comprehending andquestioning all types of texts’ (Callow, 2013, p.3), asstudents develop critical skills and understandings abouthow visual texts work across a range of text types andformats including paper based and digital.12 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
AS COMMUNICATION PRACTICESHAVE BECOME INCREASINGLYSHAPED BY DEVELOPMENTS ININFORMATION AND MULTIMEDIATECHNOLOGIES, IT IS NOLONGER POSSIBLE FOR USTO THINK ABOUT LITERACYSOLELY AS A LINGUISTICACCOMPLISHMENTGuide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 13
Literacy teaching and learningLiteracy outcomes and leadership in schoolsEffective reading instructionResearch findings from the Australian Primary PrincipalsAssociation pilot project, Principals as literacy leaders:Confident, credible and connected (Dempster et al., 2012),suggest lifting literacy outcomes requires:Effective reading instruction: encompasses a range of teaching practices thatprovide varying levels of support at different pointsof need – these practices include modelled reading(including thinking aloud), shared reading, guidedreading and independent reading uses these teaching practices to provide explicitinstruction in comprehension provides opportunities to maximise engaged readingand deep thinking about texts through practices suchas literature circles and reciprocal teaching, or throughproviding prompts to promote extended talk abouttexts includes explicit instruction about foundational earlyliteracy skills, such as phonics, as well as knowledgeabout language and all textual codes for example,visual literacy uses a range of genres and modes of texts features models of rich, authentic texts takes place in English and across the curriculum allows for substantial time in the classroom includes whole group, small group and individualinstruction.an understanding of:»» how literacy is learnt»» how best to teach literacy strong school leadership.Recommendation to school leadersThe National Inquiry into the Teaching of Literacy (2005)recommended that schools develop schoolwide literacyplans which can create and sustain organisationalconditions that enable exemplary literacy learning andteaching to take place. In Victoria the FISO provides amodel for schools to frame, implement, monitor andevaluate school wide literacy plans. The VictorianCurriculum F-10 sets out what every student should learnduring their first eleven years of schooling. Using theVictorian Curriculum and FISO, school leaders are able toset clear directions and priorities in School Strategic Plansthat focus on improving students’ literacy achievementand build practice excellence.14 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
'Build vocabularyand languageknowledge'Reading and viewing in the VictorianCurriculumFoundation to Level 2Planning literacy teaching and learning in Foundation toLevel 2 should be based on these core elements: reading programs that develop phonologicalawareness such as rhymes, songs and clapping gameswhich strongly support successful later reading effective reading instruction includes the explicit,systematic and direct teaching of phonics andphonemic awarenessExplicit teaching of reading comprehension –Foundation to Level 6This list builds on the National Reading Panelreport mentioned earlier. The panel made ten keyrecommendations that focus on practical strategies forthe explicit teaching of reading comprehension:1.Build disciplinary and world knowledge2. Provide exposure to a volume and range of texts a rich language context that uses real books3. Provide motivating texts and contexts for reading meaning making needs to be central to all teaching ofreading.4. Teach strategies for comprehendingChildren’s learning and development is enhanced whenthey experience relationships with early childhoodprofessionals who respect their culture and ways ofknowing and being.5. Teach text structures6. Engage children in discussion7. Build vocabulary and language knowledge8. Integrate reading and writing9. Observe and assess10. Differentiate instruction.Reading comprehension is not a generic skill across allcurriculum areas. Children require discipline specificinstruction to learn the ‘curriculum literacies’ associatedwith different learning areas.Effective reading instructionencompasses a range of teachingpractices that provide varying levels ofsupport at different points of need.Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6 15
Key Aspects of Reading and ViewingThis section provides information about key aspects of literacy in Reading andViewing that are covered in the Literacy Teaching Toolkit. Further information canbe found in the Victorian Curriculum F-10.IntroductionPhonological awarenessThe Literacy Teaching Toolkit includes extensivereferences and exemplars of best practice about:What is phonological awareness? concepts of print phonological awareness phonics word morphology vocabulary Phonological awareness is a crucial skill to developin children. It is described as sensitivity to the soundstructure of language. It is strongly linked to early readingand spelling success through its association with phonics.It is a focus of literacy teaching incorporating: recognising phonological patterns such as rhyme andalliterationfluency awareness of syllables and phonemes within wordscomprehension hearing multiple phonemes within words. literature multimodal literacyHow does phonemic awareness relate tophonological awareness? visual literacy.Definitions of these are provided below.Concepts of printWhat is concepts of print?Concepts of print refers to the awareness of “how printworks”. This includes the knowledge of the concept whatbooks, print, and written language are, and how theyfunction. It encompasses a number of understandingsthat allow the reading process to take place, including: understanding that print conveys a consistentmessage knowledge about book orientation and directionalityof print distinction between sentences, words and letters knowledge of the alphabetic system and the differencebetween letters and words.Phonemic awareness is a critical subset of phonologicalawareness. Phonemic awareness refers to the specificability to focus on and manipulate individual sounds(phonemes) in spoken words. Phonemic awareness isauditory and does not involve words in print it includes: onset-rime identification initial and final sound segmenting blending segmenting deleting/manipulating sounds.16 Guide to the Literacy Teaching Toolkit Version 1.0 October 2017: Foundation to Level 6
'Awareness of these patternsis relevant for developing bothreading and spelling.'PhonicsVocabularyWhat is phonics?What is vocabulary?P
covers Reading and Viewing – Foundation to Level 6 as contained in the current version of the Toolkit. The Guide contains the following sections: The ‘Literacy Teaching Toolkit: Foundation to Level 6’ section provides information about what the Toolkit
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