Literacy educators Sharon and Phil Callen discuss the seven 'timeless T’s' of literacy instruction that empower teachers and engage students in their literacy learning.
Finding the right tools and techniques is crucial for teachers to engage every student in literacy learning, according to literacy experts Sharon and Phil Callen.
In this podcast episode Sharon and Phil cover a range of literacy learning insights and strategies, including:
"How do I engage every child in literacy learning?"
With literacy learning, what do teachers want? They want their kids to be engaged. They want to cater for all abilities and motivations.
Our approaches to literacy learning
It's not about a blanket program that works for all. Not every child is the same. Some approaches are better than others - Sharon and Phil have discovered this over years of teaching.
In the Cue toolkit, revealed to you on this podcast, there are some great tools and techniques that will enhance these approaches.
How do we know which approaches work best?
Over the years, Sharon and Phil have seen first hand the increase in engagement of the kids in their classes and those they work with. When students own their own learning, they are more engaged.
Sharon and Phil talk about the three selves – self-motivated, self-regulated, self-directed.
This is just a broad start!
Getting started with 7 Timeless T’s of Literacy Instruction
In this episode, Sharon and Phil go through each of these as an overview and give ways they have worked in classrooms and give techniques/tools that have been useful. Listen in now!
You can subscribe now on Apple Podcasts, Spotify, or your favourite podcast player.
Each episode, we’ll be drawing on our 30 years+ of literacy teaching and consulting experience to provide you with practical insights and resources that you can apply in the classroom straight away. We’ll also be bringing in regular amazing guests to share their literacy learnings and stories.
The first two episodes are up now …. Tune in now.
We’d love your feedback and ideas, so just hit reply with any thoughts … and feel free to forward this email on to your teacher friends!
Sharon and Phil Callen
Cue Learning & Teachific
The Teacher’s Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning.
Literacy experts and founders of Cue Learning, Sharon and Phil Callen, along with their special guests, provide practical literacy insights that you can apply in the classroom today.
At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves, using the fullness of the Australian Curriculum.
To find out about upcoming webinars, and about how Cue can help you and your school, visit our website.
And you can get even more amazing teaching resources, right now, at Teachific.
To make sure you don’t miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.
This updated resource includes the new 'Consistent Lesson Structure' for understanding the different literacy lesson components and also a previous 'Literacy Block Planner' which you can use to design your Reading, Writing and Word Work lessons.
They are effective planning tools using the 'Gradual Release of Responsibility' model. They allow for great flexibility when integrating ALL aspects of literacy.
Also see the video (8 mins) to view how a Year 4,5,6 teacher uses it effectively in her classroom.
These resources include the following structure:
1. Read Aloud
2. Mini Lesson (using the Tally Chart)
3. Independent Reading - using the strategies in their own reading
4. Reading conferences
5. Reflection and Sharing
6. Spelling and Word Work
8. Reflection and Sharing
Go to this LINK on the Teachific site.
Cue Learning will help you implement this framework in your school to better integrate all aspects of literacy
Call us now on 0400799255.
An effective, documented school reading program, using the Teaching for Effective Learning framework and other key Department for Education (SA) supporting documents for pedagogical guidance, will help a teacher cover all aspects of the Australian Curriculum, and will also help teachers to meet state requirements.
A reading program should rely on well founded, tried and true principles of learning that provide the basis for classroom practices. (Boomer, 1983)
It will ensure that students have daily experiences that develop them as the most effective readers, but will also connect to other aspects of literacy and other learning areas.
Habits and routines that are developed and fostered within what we call a ‘Reading Workshop’, give all students the chance to transfer the explicit teachings that are the focus of each lesson to their own independent reading. This is the ultimate goal of a successful reading program.
A school reading program should make use of the most innovative research and practice that has proven to be effective in a classroom. A school should not rely on purchased programs because they are not likely to meet Australian and state requirements and cater for the specific needs of a school’s student population.
Every one of us in schools is working so hard every day to ensure that our students are receiving the best experiences to grow as readers. In my day to day work with teachers and leaders, we are joyfully vigilant to ensure the best possible experiences to improve reading.
At Cue Learning we immerse ourselves in, practice and share critical understandings about learning read. We believe strongly in the core understandings that Braunger and Lewis outline in their paper: Building a Knowledge Base in Reading
Core Understandings About Learning to Read
1. Reading is a construction of meaning from written text. It is an active, cognitive, and affective process.
2. Background knowledge and prior experience are critical to the reading process.
3. Social interaction is essential in learning to read.
4. Reading and writing develop together.
5. Reading involves complex thinking.
6. Environments rich in literacy experiences, resources, and models facilitate reading development.
7. Engagement in the reading task is key in successfully learning to read.
8. Children's understandings of print are not the same as adults' understandings.
9. Children develop phonemic awareness and knowledge of phonics through a variety ofliteracy opportunities, models, and demonstrations.
10. Children learn successful reading strategies in the context of real reading.
11. Children learn best when teachers employ a variety of strategies to model and demonstrate reading knowledge, strategy, and skills.
12. Children need the opportunity to read, read, read.
13. Monitoring the development of reading processes is vital to student success.
The research-based experiences described by Braunger and Lewis in, Students need many opportunities to read, read, read, provides a clear guide for what we would do well to provide for every child in every classroom, every day to develop voluntary reading:
When we actively promote and establish opportunities for students to read, we open the way for reading growth, at all year levels. One focus of reading instruction is to develop the lifelong habit of reading. However, some schools or programs spend a great deal of time teaching skills then leave little room for students to practise those skills by really reading.
'What is critical is that students do read-lots, for sustained periods, for meaning, and for real and authentic purposes.
Opportunity to read has an effect on various measures of reading skill or achievement, as described in the following findings:
As Cue Learning supports the development of these experiences in schools, so we see the improvement in reading that these research-based experiences promise. Keeping our eye on the experiences that count means keeping our eye on what counts for our readers.
At Kaurna Plains School in Adelaide's north it has been exciting to reflect on our growth this past term using a checklist outlining Braunger and Lewis's research-based experiences. Since one of the goals of the Site Improvement Plan is to improve student achievement in reading, each teacher has committed to developing one or more of the opportunities to support daily opportunities to read, read, read.
So it has been exciting to notice and celebrate the reading growth of students over the first term of 2019.
Some of the most exciting growth points we have seen have been:
You have just got to love the work of these Kaurna Plains School teachers and students!
What a privilege to be working with them all, right by their sides.
This is also a good time to be reminded of the power of reading, reading, reading as we move towards the NAPLAN.
‘All reading tests require speed, fluency and comprehension. This can only be learned in motivated, extended independent reading.’ (Farstrup, Alan e. and Samuals S. Jay. (2002). ‘Preparing Students for High-Stakes Test Taking in Reading’ in What Research Has to Say About Reading Instruction (3rd ed.). Newark:DE, International Reading Association).
There are many stories of wonderful reading growth points around Australia. We would love to hear about them.
Here at Cue Learning we're passionate about teacher voice, good stories and supporting the profession we love.
'If you are a dreamer come in
If you are a dreamer, a wisher, a liar,
A hoper, a pray-er, a magic bean buyer,
If you're a pretender, come sit by my fire,
For we have some flax golden tales to spin.
What is a Classroom Library?
A Classroom Library is a collection of a wide range of books and other reading material, sorted, categorised, and enticingly displayed in the classroom so that students have ready and easy access to books for their daily independent reading, content area learning and home reading
The Classroom Library is a powerful tool to support all students' literacy development.
The compelling reasons for establishing a Classroom Library are in it's potential to:
How to create a Classroom Library
The Department for Education, South Australia, understands the critical role classroom libraries play in establishing an effective reading program that leads to school improvement.
Teacher actions to set up positive conditions for a classroom reading program are:
School Improvement Guidebook: Build Foundations, p9
Department for Education, Government of South Australia
Resources to help you
How to Create a Classroom Library
Snowball & Bolton provide an extensive list to help you create an effective classroom library to ensure your students have the best opportunity to access reading material to become motivated, engaged and competent readers.
This checklist guides you through:
Designed as a checklist, it's an easy way to be guided through the process of ensuring your classroom library is ready for every reader in your classroom.
'The efforts placed into creating an inviting atmosphere for a classroom library corner is rewarded by children's increased interest in reading and reading achievement.' (Coody & Huck)
Now, off to the classroom!
Amazing classroom Libraries created by teachers and students
Browse some amazing classroom libraries that have been established by teachers and their students in South Australia.
On Saturday 2nd June teachers from Department for Education, Catholic Education and Independent schools attended our 'Catering For All Maths Abilities R-7' Master Class. There was some very positive feedback from participants on their key learnings/ insights gained from the session. Rob Vingerhoets, a very experienced principal, teacher and presenter, engaged, informed and entertained for 4 hours. Here is a selection of the feedback from teachers:
On Saturday 19th May teachers from Department for Education and Catholic Education schools attended our 'Word Work in Action' Master Class. There was some very positive feedback from participants on their key learnings/ insights gained from the session. Denise Alderman (UniSA) and Sharon Callen (Teachific Literacy), both very experienced teachers and presenters, engaged, informed and entertained for 3 and a half hours. Here is a selection of the feedback from teachers:
Sharon Callen is an experienced teacher, author and literacy consultant. Since 2000 she has worked in schools in Australia and the USA helping improve literacy learning by explicitly modelling in classrooms and guiding leadership.
Phil Callen is Executive Director of Cue Learning, and former Executive Director of the Council of Education Associations of SA and Secretary of the Australian Professional Teachers Association.
They both are principal consultants with Cue Learning, an education consultancy which provides highly practical, research based professional development for teachers and leaders in schools.