Personalised School Growth - Literacy

Cue Learning consultants collaborate with your school to formulate and deliver the best professional learning plan to meet your schools identified needs to empower classroom practice and student learning. We have been working this way in South Australia for over seven years.

"I need to have the opportunity to commission information, advice and evaluation. Sometimes I need to be able to commission demonstrations. (Modelling). "  Garth Boomer

Twenty Day Sample - Literacy

NOTE:  Second year of partnership. All classrooms have classroom libraries.

 Term 1 Focus: Essential Reading Principles: Purposeful time with texts, Reading Culture, Essential Tools NOTE: All personalised learning sessions are prebooked and focus on three elements of the Reading Principles Framework.
 Day 1: Professional Learning Day
• Establishing focus for the term: incorporating three elements of the Reading Principles Framework into all classrooms. (Purposeful time with texts, Reading Culture, Essential Tools.)
Day 2: Individual planning, classroom modelling, reflection. Leadership debrief and planning. 
Staff Meeting: Professional Reading protocols.
Day 3: Individual planning, classroom modelling, reflection. Leadership debrief and planning. 
Day 4: Individual planning, classroom modelling, reflection. Leadership debrief and planning. 
Day 5: Individual planning, classroom modelling, reflection. Leadership debrief and planning. 
Staff Meeting: Focused sharing of reading practices.
Day 6: Individual planning, classroom modelling, reflection. Leadership debrief and planning. 

Term 2 Focus: Designing unit plans for teaching reading strategies (linked to Australian Curriculum) NOTE: All personalised learning sessions are prebooked and focus on unit planning for teaching reading strategies.
Day 7: Professional Learning Day
• Designing unit plans for teaching reading strategies using the Australian Curriculum across grade clusters.
Day 8: Individual planning, side by side teaching, reflection. Leadership debrief and planning.
Day 9: Individual planning, side by side teaching, reflection. Leadership debrief and planning.
Day 10: Individual planning, side by side teaching, reflection. Leadership debrief and planning.
Staff Meeting: Focused sharing of reading strategy lessons.
Day 11: Individual planning, side by side teaching, reflection. Leadership debrief and planning.
Day 12: Individual planning, side by side teaching, reflection. Leadership debrief and planning.

Term 3 Focus: Conferring with Readers NOTE: All personalised learning sessions are prebooked and focus on conferring with readers.
Day 13: Individual planning, classroom demonstrations and reflection, Leadership debrief and planning.
Staff Meeting: Establishing conferring routines with our readers.
Day 14: Cluster planning, establishing conferring routines, side by side teaching, reflection. Leadership debrief and planning.
Day 15: Cluster planning, establishing conferring routines, side by side teaching, reflection. Leadership debrief and planning.
Day 16: Cluster planning, establishing conferring routines, side by side teaching, reflection. Leadership debrief and planning.
Day 17: Cluster planning with intervention staff, establishing conferring routines, side by side teaching, reflection. Leadership debrief and planning.

Term 4 Focus: Professional Writing of Best Literacy Practices: Strategy Teaching and Conferring NOTE: All personalised learning sessions are prebooked and focus on professional writing.
Day 18: Individual planning, classroom modelling and reflection, Leadership debrief and planning.
Staff Meeting: Writing protocols for sharing of best literacy practices: Strategy Teaching and Conferring.
Day 19:Individual planning, classroom modelling and reflection, Leadership debrief and planning.
Day 20: Full day planning and documentation with Literacy Team. Leadership debrief and planning.

Full Day Sample - Literacy

Pre-planning with teachers occurred prior to this day in preparation for classroom modelling. 
NOTE: • All classrooms have classroom libraries. 
• Mini-lesson purpose is to model the thinking that readers take into their own independent reading.
• First year of partnership, Term 3.

Focus for the day: Model mini-lessons to support reading comprehension strategies across the school using workshop lesson structure. Strategy application by students in independent reading.

Before school: Organisation of resources, confirmation of daily schedule, meeting with school leadership to fine tune focus for day.
Lesson 1: Year 2 Mini-lesson modelling of teacher selected comprehension strategy.
Teacher recording student thinking. Post lesson debrief.
Lesson 2: Year 1 Mini-lesson modelling of teacher selected comprehension strategy. Reception teachers x 2 observed lesson and participated in post lesson debrief.
Lesson 3: Year 4/5  Mini-lesson modelling, teaching the thinking that good readers use to infer as they read. Year 3/4 teacher observed and participated in post lesson debrief.
Lesson 4: Mini-lesson modelling, teaching the thinking that good readers use to visual what they see as they hear a story being read aloud. Considered how visualising helps us as a reader.
Lesson 5: Mini-lesson modelling, teaching the thinking that good readers use to visual what they see as they hear a story being read aloud. Considered how visualising helps us as a reader.
Lesson 6: Planning with Literacy Coordinator for staff meeting follow up during the term. Resource list compiled to support teacher professional reading and teaching.
Staff Meeting: Teachers share their learning and noticings from the lessons observed. Resources provided to support planning and teaching reading strategies. Debrief with leadership.

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