Almost all the students included numerical data, such as dates, money, currency conversions, dimensions and spatial relationships. Students need to focus on techniques and content of various text being presented. The teacher has developed a teaching sequence that integrates both literacy and numeracy strategies, with resources and activities carefully chosen to relate to the rural and farming environment familiar to students. Task is structured by the teacher to include opportunities for assistance. One to one correspondence and conservation of number (different numerals have different quantities). Click below to access the resources for each unit. Focus on relationship between parts and whole (letters within words, sentences within paragraphs, paragraphs in written texts, colours, symbols and positioning in visual texts). Through a range of whole school data collection, EALD scaling and writing samples, I am able to split students into levelled groups in literacy and numeracy. Moving through the writing process – planning, drafting, conferring, refining, publishing. Process of comprehending or composing is shared by the teacher and students. In my Spanish classes, we often encountered numeracy and literacy in almost all lessons. On the walls around my classroom you will also find supports that students can use during literacy and numeracy learning tasks. Interaction focused on the joint achievement of a clear purpose. Put structures in place for effective sharing. Frequent support and opportunities for teacher-student interaction. Figurative - Can complete concealed items tasks but counts from one. This work recognises the ex… While Literacy has the Big 6, numeracy has its own Big 5 of Number, and I have taught using strategies of Ann Baker’s natural maths and secret code. Pause for learner prompts and all contributions receive positives. This Strategy sets out how system-wide success in literacy and numeracy will come from fully drawing on our existing Education State foundations including the FISO. Humpty Game (conservation of numerical quantity). During this time students have the opportunity to compose their own texts and demonstrate their control of what has been modelled to them in previous parts of the session. The images below are some examples of these in my classroom. Perceptual - Needs to see, touch or hear items to work out answers. Playdough numbers (numeral identification). The first image shows some picture graphs that 6E students created in groups, after analysing data showing the career statistics of NRL players competing in that week’s draw. The New Zealand Curriculum identifies “using language, symbols, and texts” among five key competencies that all people need in order to live and learn. Students search for and identify patterns to comment on. Students need to be actively involved in demonstrations. Listen to 'the pupil voice' Listening to your children whilst achieving the national curriculum objective is number one on our list. Students are more actively involved in this component. Teaching Literacy and Numeracy. List,definition, meaning and examples. Examples of learning outcomes for literacy. Literacy and Numeracy in Business. Teachers think on their feet and support children in successfully engaging in their writing. I firmly believe that numeracy instruction can be incorporated into all disciplines, including language oriented subjects such as English. Forwards and backward number counting to 10. As all students learn differently it is important that a wide array of strategies are taught in order for individuals to select what suits their learning style best. Teaching Strategies- Literacy- Assessment of two writing samples The table below demonstrates detailed analysis of two student writing samples as part of a university assignment. Literacy and Numeracy Catch-up Strategies evidence review which was published in 2012, ... low-attaining pupils to catch up in literacy. 2.5: Literacy and numeracy strategies Literacy and Numeracy are two key components in students learning; Literacy is having the ability to communicate through reading, writing, viewing, designing, speaking and listening, and Numeracy is the ability to be numerate in using Mathematics in everyday life to think logically and cognitively (ACARA., 2016). Teachers group students based on a common need. The content of my literacy instruction is very much guided by the works of Fountas & Pinnell, Harvey & Goudvis, Debbie Miller, Regie Routman, Lucy Calkins and Katie Ray. Counts from one. Teaching specific strategies – predicting, self-questioning, creating images, determining importance, paraphrasing/summarising, connecting, comparing, re-reading, synthesising, sounding out, chunking, using visual memory, using spelling generalisations, using analogy, using meaning, consulting an authority, using memory aids. Hearing and recording the sounds in words. Observe and record what is happening for each child. note-taking templates, questioning patterns. Looking at numeral identification cards and dot patterns in standard and non standard ways. During this time children write for real purposes and audiences. Activating students’ prior knowledge after exposure to subject matter. Literacy and Numeracy Strategy 3 Literacy Booklet NEW 1:Layout 1 03/11/2011 13:58 Page 3. Feel free to use, adapt or modify these to suit your own purposes. The seven most common learning styles you may have seen mentioned online and in textbooks … encourage students to reflect on what they have learned,  how they learned and what assisted them in their learning. This is a warming up or tuning in experience where students work together on a strategy or skill that will be developed further in the whole class activity. For example: Ask the KU4 Whole numbers are in a particular order, and there are patterns in the way we say them which help us to remember the order. While studying a unit focused on the importance… Different to sharing because the student is performing the task. Example of literacy and numeracy skills Actively involved in all process of writing. Numeracy Capability (Year 2): Describe patterns in number. literature circles promote the use of literacy content: reading and writing by students working in small groups to discuss a piece of literature; chapter in a novel, story book, newspaper article or a chosen piece of written context. A singular focus for each students-teacher interaction. Targeted feedback supplied at predetermined stages. Below are some examples of numeracy strategies: Teach my learners how to use number to solve problems with a focus on additive strategies and place value in the context of my Introduction to Farming course for highschool students. Create your own unique website with customizable templates. Student A and Student B’s pieces of narrative writing were assessed and annotated using the marking guide tool known as Writing Narrative Marking Guide National Assessment Program- Literacy and Numeracy 2010. These include sight word displays, alphabet and number walls, sound cards and alternate sound posters. Supports answers to mathematical questions by explaining or demonstrating how the answer was obtained. Standard 1: Know students and how they learn, 1.1 Physical, social and intellectual development characteristics of students, 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds, 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students, 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities, 1.6 Strategies to support full participation of students with disability, Standard 2: Know the content and how to teach it, 2.1 Content and teaching strategies of the teaching area, 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians, 2.6 Information and communication technology (ICT), Standard 3: Plan for and implement effective teaching and learning, 3.2 Plan, structure and sequence learning programs, 3.5 Use effective classroom communication, 3.6 Evaluate and improve teaching programs, 3.7 Engage parents/carers in the educative process, Standard 4: Create and maintain supportive and safe learning environments, 4.5 Use ICT safely, responsibly and ethically, Standard 5: Assess, provide feedback and report on student learning, 5.2 Provide feedback to students on their learning, 5.3 Make consistent and comparable judgements, Standard 6: Engage in professional learning, 6.1 Identify and plan professional learning needs, 6.2 Engage in professional learning and improve practice, 6.3 Engage with colleagues and improve practice, 6.4 Apply professional learning and improve student learning, Standard 7: Engage professionally with colleagues, parents/carers and the community, 7.1 Meet professional ethics and responsibilities, 7.2 Comply with legislative, administrative and organisational requirements, 7.4 Engage with professional teaching networks and broader communities. These work samples reflect my application of literacy and numeracy strategies. There are resources for six out of the seven Business Units. Here are some more examples of learning outcomes for literacy and numeracy. The Trinity Immigrant Initiative has produced resources for a wide variety of topics as part of the English Language Support Programme. I have documented my understanding of the strands, including a snapshot of how they may apply to a grade 1 class, in Artifact 2. Students listen actively and share their ideas and make suggestions. ‘Think-aloud’ statements are central to the success of modelling. Reading, listening to or viewing subject matter. My numeracy instruction reflects the four proficiency strands as directed by the Australian Curriculum. For example, with my yr. 1o/11 SACE class, they had to do an investigation on a Spanish-speaking place of their choice. Differentiation: Guided Reading, Literacy and Maths Groups. Worked Examples. Facile - Uses known facts and count-by-one strategies (e.g. Pulling out key parts or key points and providing assistance. Examples of contextually relevant literacy and numeracy improvement measures, which are intended to guide your thinking as you develop your Strategic Improvement Plan (SIP), are provided in the following material on specific equity groups. Cooperative and supportive way of engaging learners. numeracy skills. I have chosen an early childhood lesson plan to further document my understandings (Artifact 3). The intention is that students will develop their literacy and numeracy expertise purposefully, in meaningful contexts. Degree of guidance depends on the student, the context and the nature of the task. Don’t forget, for assessment purposes for this course, you only need to write two – one for each of literacy and numeracy. Getting young children passionate and enthused about literacy and m athematics can sometimes be problematic, so h ere are 10 ways to improve literacy and numeracy skills in your Primary School. This topic was chosen, as the boys in 6E are extremely interested in the NRL. . I also believe that students are able to grasp the numeracy and literacy ideas that are being presented to them when the teacher is able to use real world examples. Mathematical skills. Observe and record what is happening for each child. Thinking about the key teaching practice that is used. Building on the foundations of the Education State – including record levels of equity funding, new regional support, and programs to address disadvantage and disengagement, the strategy sets out to support system-wide excellence and equity in literacy and numeracy. Examples could include: Finger plays; Skip counting; Chants; Songs; Big Book Main math skills for jobs, at work, for business, and in your daily life. This means having a strong focus on literacy and numeracy at all levels of the system; delivery of detailed Write a critique of current curriculum as it relates to the teaching and learning of literacy. The teacher takes control of this process, slowly releasing control to students. “Cognitive load” relates to the amount of information that working memory can hold at one time. and Why? Completion of the task is controlled by the student. Questions stimulate comprehension or creation of the text. How teachers introduce students to an area of learning. Literacy and numeracy strategies. Counting-on and back - Uses larger number and counts on to find the answer. Like low health literacy (of which numeracy is a part), poor numeracy skills are widespread and affect more than just those with lower income or less education. During these sessions the teacher uses ‘think alouds” to let children in on the secret of writing. Or if you’re already sorted, skip ahead to the next module. Teachers provide feedback at regular intervals throughout the writing process. When looking at many of these strategies, ... One concept that underpins many of the literacy and numeracy strategies in the classroom is cognitive load theory. Standard 1: Know students and how they learn, 1.1 Physical, Social and Intellectual Development and Characteristics of Students, 1.3 Students with Diverse Linguistic, Cultural, Religious and Socioeconomic Backgrounds, 1.4 Strategies for teaching Aboriginal and Torres Strait Islander Students, 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities, 1.6 Strategies to Support Full Participation of Students with Disability, Standard 2: Know the content and how to teach it, 2.1 Content and Teaching Strategies of the Teaching Area, 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation Between Indigenous and Non-Indigenous Australians, 2.6 Information and Communication Technology (ICT), Standard 3: Plan for and implement effective teaching and learning, 3.2 Plan, structure and sequence learning programs, 3.5 Use Effective Classroom Communication, 3.6 Evaluate and Improve teaching programs, 3.7 Engage Parents/Carers in the Educative Process, Standard 4: Create and maintain supportive and safe learning environments, 4.5 Use ICT safely, responsibly and ethically, Standard 5: Assess, provide feedback and report on student learning, 5.2 Provide Feedback to Students on Their Learning, 5.3 Make Consistent and Comparable Judgements, Standard 6: Engage in professional learning, 6.1 Identify and Plan professional learning needs, 6.2 Engage in Professional Learning and Improve Practice, 6.3 Engage with Colleagues and Improve Practice, 6.4 Apply Professional Learning and Improve Student Learning, Standard 7: Engage professionally with colleagues, parents/carers and the community, 7.1 Meet Professional Ethics and Responsibilities, 7.2 Comply with Legislative, Administrative and Organisational Requirements, 7.4 Engage with Professional Teaching Networks and Broader Communities. Dog and Ladybird Dot Patterns (conservation of numerical quantity). doubles, portioning) to solve problems. While mathematics is a crucial element of numeracy, I use both numeracy and literacy across the curriculum so as to ensure students obtain optimum benefits from their knowledge. Frameworks that scaffold the task; e.g. For example, SHINE is a Saturday school programme that revisits areas in which pupils are struggling through enrichment opportunities. Emergent - Unable to coordinate number words with items when counting. ACSF Level 3 (involves reading routine texts with some unfamiliar information) THE STRATEGY IS FOR ALL OF US Literacy and Numeracy for Learning and Life – the national strategy to improve literacy and numeracy among children and young people – is a … (First Steps in Mathematics – Number, DET 2004) KU5 There are patterns in the Often end point in teaching cycle due to level of student independence. Student maintains control of the process but can request assistance. We will achieve this through: 1. a deeper understanding of individual student capabilities and needs 2. the provision of evidence-based guides and professional development 3. extra tailored support for schools. As mentioned previously, the strategies discussed here are applicable across both literacy and numeracy and this is especially evident with learning styles. National Literacy and Numeracy Strategies: Guidance on Teaching Able Children The National Literacy and Numeracy Strategies are already proving to be effective tools for raising standards among primary aged children, including able pupils. promote a language to talk about mathematics. 2.5. Engage students in purposeful writing tasks. Knowledge and understanding of effective teaching strategies to support students ’ work to identify common for! Skip ahead to the next module the key teaching practice that is.. 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