Effective Literacy Teaching and Learning for all Students

Unit 27

Hearing from the students as a final message

As a conclusion you could again listen to the year 6 students at Werribee PS and from students at other schools, but firstly view a reading conference with one of those students.

Go to Film Clip:

Werribee PS: Yr 6 Reading Conference with Brenda Leonard and Merinda

Brenda Leonard and Merinda at Werribee PS work on the deep comprehension strategy of inferring, which involves applying the main comprehension strategies of using prior knowledge to predict and using think-aloud. Brenda asks Merinda to justify her inferences, helping Merinda to develop her 'reading language'.

Reflect on the task Brenda had given Merinda to become more aware of her own strategies as a reader, particularly when and how she was inferring. This is helping Merinda to become more metacognitive about her reading and developing this metacognition helps students' reading to improve.

Do you remember any other film clips where students have used some way of being aware of the strategies they have been using or marking something in relation to a reading goal?

Gabrielle's class called this tracking or leaving tracks. We also saw the use of post-its in Lana's conference with Michael.

Is this technique of using post-its or markers something your students have tried or could try or do they have another simple technique for noting where they have used specific strategies? In what ways can the teachers' prompts or questioning assist with developing students' metacognition? You may remember Merinda and Brenda from the film clip:

Werribee PS: Brenda Leonard interviews a group of year six students

View this film clip again and see if you have a better understanding of why the students were so articulate about their reading and why they enjoyed reading so much.

  • How does the film clip of Brenda conferring with Miranda give you an insight to this?
  • How do the other film clips you have viewed give you further insights into how students can become metacognitive and articulate about their reading?
  • How do you think this all impacts on students' enjoyment of reading?
  • Why do you think it impacts on their writing too?

Also go to Film Clips:

Warringa Park School: Julia Moroney interview with Nathan

and Interviews with Secondary Students about Independent Reading

Find out the students' attitudes to reading and writing and their literacy skills, as a result of Independent Reading and associated practices. Listen to the way students are able to reflect on what they have been doing and how they have been doing and how they are very aware of their improvement in writing (including spelling, grammar and vocabulary) that has developed through their reading.

  • What other point do these students make about their literacy development?
  • Use the routine of Think, Pair, Share to encourage your students to reflect on the same questions that Brenda asked of her students or, that the other teachers asked, or simply ask them what they think about Independent Reading and reading conferences and how do they think these have helped them as readers and writers.
  • Ask students to share their thoughts and be ready to film them as an evaluation of how successful your work has been up until this time.

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Effective Literacy Teaching and Learning for all Students