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Published by jsmalpage, 2018-07-17 23:12:57

Literacy Newsletter_Term3_Issue1

Literacy


Newsletter





2018 Term 3 | Issue 1 2018 Term 3 | Issue 1 Page 1

Welcome back to Term 3. Can you believe half the 2018 school year is over? We
hope the holiday break was enjoyable and you are ready for another busy term.

Our first semester was very busy supporting individual teachers, small groups and the whole school staff. Work in
schools has included reading comprehension and the main idea, grammar, vocabulary, writing, NAPLAN, using the EALD
Progress Map and Words Their Way
As well, courses were held here at AISWA. We had a focus on the four Sharp Reading courses – Decoding Strategy
Instruction, Comprehension Strategy Instruction, Advanced Comprehension and SevenPlus. Once participants had been
trained support back in the classroom has been offered – a great way to ensure small steps lead to success.
Other courses that have been well attended include How Language Works, Scaffolding Adolescent Literacy, Programming
and Assessment with the WA Curriculum.
Remember, concerning Literacy we are here to help so do not hesitate to contact us.

Kerry Handley [email protected]

Jill Buckrell [email protected]


Pat Kershaw [email protected]


Chris Witt [email protected]
















2018 Term 3 | Issue 1 Page 2

AISWA PL Courses for Term 3



Are you looking for a user-friendly approach to guided reading so that students are engaged and
continuously improving in their reading? If so then Sharp Reading is the course for you. Please see below
for information about our Term 3 Sharp Reading courses.

Comprehension Strategy Instruction (CSI): year 3+ Mandurah Baptist College
The CSI routine draws students into quick thinking justification of their reading comprehension. This frees the teacher up to
prompt the students for more accuracy. The result is a strong engagement between the students and the texts that they are
th
reading. Wednesday 8 August 2018. For more information and to register please click Here
Decoding Strategy Instruction (DSI): K -3— Mandurah Baptist College
This course focuses on teaching decoding through the GUIDED READING component of a reading program. DSI has a 5-bits
routine that provides a simple instructional guide to teach decoding, and prepares students to transfer to more complex
th
comprehension skills Wednesday 8 August 2018. For more information and to register please click Here
Decoding Strategy Instruction (DSI): K -3 - Strathalbyn Christian College
This course focuses on teaching decoding through the GUIDED READING component of a reading program. DSI has a 5-bits
routine that provides a simple instructional guide to teach decoding, and prepares students to transfer to more complex
comprehension skills Tuesday 21 August 2018. For more information and to register please click Here
st
Comprehension Strategy Instruction (CSI): year 3+ -Strathalbyn Christian College
The CSI routine draws students into quick thinking justification of their reading comprehension. This frees the teacher up to
prompt the students for more accuracy. The result is a strong engagement between the students and the texts that they are
nd
reading. Wednesday 22 August 2018 For more information and to register please click Here

Advanced Comprehension (Prerequisite: Comprehension Strategy Instruction)
This course builds on the basic constructing meaning strategies covered in Comprehension Strategy Instruction (course
prerequisite). Advanced Comprehension provides students with strategies to deepen their thinking, analyse and evaluate text as
h
they read. Wednesday 5 September 2018. For more information and to register please click Here
Struggling Older Readers
This course is specifically designed to assist teachers of students who are 2 years + below their chronological age and haven't yet
developed the decoding fluency they need to become confident readers.
h
Friday 7 September 2018. For more information and to register please click Here
Comprehension Strategy Instruction (CSI): year 3+
The CSI routine draws students into quick thinking justification of their reading comprehension. This frees the teacher up to
prompt the students for more accuracy. The result is a strong engagement between the students and the texts that they are
rd
reading. Wednesday 3 October 2018. For more information and to register please click Here

Decoding Strategy Instruction (DSI): K -3
This course focuses on teaching decoding through the GUIDED READING component of a reading program. DSI has a 5-bits
routine that provides a simple instructional guide to teach decoding, and prepares students to transfer to more complex
rd
comprehension skills Thursday 4 October 2018. For more information and to register please click Here



Stay up to date via our Facebook link

https://www.facebook.com/aiswaliteracy








2018 Term 3 | Issue 1 Page 3

Term 3 Information











2018 Kate Mullin Award for excellence in improving language

and literacy for Aboriginal EAL/D students 1
Open to all Aboriginal and non-Aboriginal educators

Are you (or do you know) an Australian educator who has helped to improve English language and literacy
outcomes for Aboriginal students, while maintaining links to Aboriginal culture and identity?

The Kate Mullin Award has been created in memory of Kate Mullin, an educator who worked passionately and
tirelessly to improve educational outcomes for WA Aboriginal learners who are learning Standard Australian English
as an Additional Language or Dialect (EAL/D). This award aims to recognise and celebrate educators from any of
the three WA school sectors of education, who demonstrate excellence in the teaching of English to Aboriginal
students whose first language may be Aboriginal English, an Aboriginal Language or a creole such as the
Kimberley Kriol.

The $5000 award, sponsored by the Lindsay Cozens Trust, is to extend the educator’s knowledge and experience in
teaching English to Aboriginal students. The Award will be presented at the Westralian Association of Teachers of
English to Speakers of Other Languages (WATESOL) AGM in December 2018. It is expected that the Award winner
will present an outcomes-based report linked to the use of the prize to the Kate Mullin Association (KMA), for
publication on the KMA website.

It is also expected that the winner utilise part of the award money to present their exemplary practice and its effect,
at a national or international conference. Mentoring for creating and submitting the abstract and for preparing the
presentation or workshop is available through KMA committee members if desired.

The educator can self-nominate or be nominated by a line-manager, colleague, student or community member.
The application should be no more than two pages long and include supporting evidence as appendices (additional
to the application). Evidence could include student work samples, referees, emails, letters, etc. Applications must
include at least one referee statement from an Aboriginal educator or an Aboriginal community member.

The application should demonstrate the following:
1. Improved student outcomes in English language and literacy. (This could be improvements as substantiated
by peers, community member(s) or as evidenced through outcomes achieved using the EAL/D Progress Map
or similarly appropriate monitoring systems.)

2
2. Educator awareness, recognition and valuing of home language/dialect and culture.
3. Educator engagement with Aboriginal families and community to improve student outcomes


4. Development of rapport with Aboriginal students


The application can be downloaded from the website: http://katemullinassociation.org/teacher-award/ and must
be submitted by 5PM on Monday 22 October, 2018.
Requests for further information and award submissions can be sent to Sophia Sabatier at
[email protected] or Sophia Sabatier Catholic Education, 50 Ruislip Street, Leederville WA
6903



1. Including all those who work on improving literacy outcomes for Aboriginal students: Aboriginal and
non-Aboriginal teachers, Aboriginal and Islander Education Officers, Aboriginal Teaching Assistants and
Aboriginal Education Workers.
2. This could be an Aboriginal lauage, an Australian Creole and/or Aboriginal English.








2018 Term 3 | Issue 1 Page 4

AISWA Other Information Term 3






Morris Gleitzman - Australian Children’s Laureate 2018













































From Morris Gleitzman

With brilliant illustrator Andrew Weldon I’ve put together a poster covering
the various themes and ideas I’ll be talking about on my travels as laureate.
You’ll almost certainly see the poster at school or in your local library.
Each month on the laureate website I’ll talk a bit more about those ideas
and there’ll be stuff for teachers to use in class, plus reading lists and all
sorts of other things for keen readers, their friends and pets.
http://www.childrenslaureate.org.au/2018/03/australian-childrens-laureate
-foundation/






















2018 Term 3 | Issue 1 Page 5

2018 Celebrate Reading National Conference






























































































2018 Term 3 | Issue 1 Page 6

Brightpath




Updates to Brightpath Narrative and Persuasive Teacher’s Rulers

Brightpath has undertaken considerable work to refine and extend the Narrative and Persuasive Teacher’s Rulers. These extensions
th
were uploaded into the Brightpath App on the 9 July,
Ruler Previous score range New score range
Narrative 160 - 480 80 - 580

Persuasive 160 - 480 160 - 600

Some exemplars have been substituted.

Scale Previous exemplar New Exemplar

Narrative Primary 300 A Big Family of Cave Men 300 A alagater

Narrative Primary 360 The Curse of Fire 360 The beatiful Golden Cockatoo

Persuasive Primary 340 Hello there 340 Why we should recycle

Exemplars in the Persuasive Secondary booklet have been supplemented with exemplars from secondary students.


Scale Primary exemplar Secondary exemplar
Persuasive Secondary 420 About a year ago 420 Practising acts of kindness
Persuasive Secondary 440 Spy on people 440 People’s emotions

Persuasive Secondary 460 A giant rubbish dump 460 Mouth watering burger

The guides to making judgements have been separated into primary and secondary booklets









































2018 Term 3 | Issue 1 Page 7

Brightpath Professional Learning




Brightpath Community
More schools are starting to use Brightpath more often and there is much that we are learning from each other. In this community
PL, school leaders and teachers from three schools will share their experiences and perspectives.
Thursday 9th August 2018. For more information and to register please click Here
Using Brightpath to Improve Student Learning

This full day Professional Learning program provides detailed advice on how to develop effective assessment practices in your
school.
It includes essential information about leading your school in using Brightpath.
Thursday 23rd August 2018. For more information and to register please click Here

For Professional Learning details please go to Brightpath Website https://www.brightpath.com.au/events-workshops


CEWA Brightpath Professional Learning (PL)

Session A B C run as a whole day Professional Learning
DATE: 25th July
Time: 8.30 – 3.30
Location: Newman Siena Centre, Woodlands
Contact: Shelley Forbes 0427 382 615
[email protected]
Register via Catholic Education Professional Learning Portal
http://www.ceo.wa.edu.au/ProfessionalDevelopmentResearch/Pages/Professional-Learning.aspx
Session A On Balance Judgement
• Research • Analysing student work; Authorial & Conventions • Assessment Process - moderation • Practice judgements
• Software- How does this inform your teaching?

Session B Analysing Student Work
• Authorial Choices & Conventions of Writing • Analysis of students scripts
• Performance Profile & Teaching Points • Links to NAPLAN & WA Curriculum • Software- How does this inform your teaching?

Session C Practising your Judgements
• Student Feedback • Applying your judgments against the ruler • Software - Reports
• Moderation • Learning Sprints























2018 Term 3 | Issue 1 Page 8

Good News Story





Sharp Reading at Al Hidayah Islamic School.
If you saw the Term 1 Literacy newsletter you would have noticed that AL Hidayah Islamic School has embraced Sharp Reading
as a whole school teaching and learning approach. The program is proving to be highly successful and this is in no small part due
to the fact that all of the teachers are embracing Sharp Reading into their guided reading daily routine. The students as a whole,
enjoy and value their guided reading lessons and it is a joy to observe their dialogue and interaction. It highlights how Sharp
Reading trains students to think deeply as they read texts.

Take a look at the students in action on their facebook page at Al Hidayah.
Facebook link;- https://www.facebook.com/islamicschool/videos/1850731301636828/ or use the QR code


If you would like to know more about Sharp Reading then contact Kerry, Jill, or Chris on the below email addresses

Kerry Handley [email protected]
Jill Buckrell [email protected]
Chris Witt [email protected]



























































2018 Term 3 | Issue 1 Page 9

Suite 3/41 Walters Drive
Osborne Park WA 6017
+61 (08) 9441 1600
[email protected]
www.ais.wa.edu.au





2018 Term 3 | Issue 1 Page


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