LITERACY IN

PRACTICE
A S O B S E R V E D AT L A L O R G A R D E N S P S
AND KENSINGTON PS

PEDAGOGICAL SETTING
The classroom is a dynamic place that is
established through the following interactions:
The teacher identity,
The theory that guides the classroom,
The SIX Guiding literacy principles.
Four Resource Model Luke and Freebody (1997)

BELONGING IN PRACTICE
TILE ART IN
PLAYGROUND
Description KEEP BRIEF
Lalor Gardens

ANNOTATED
WORLD MAP

HOW SHOULD TEACHERS INCLUDE CULTURAL DIVERSE

PEDAGOGIES?

Promote the learners as invaluable to the

school community.
Have students make artefacts and integrate
these as further occasions for learning.

SCAFFOLDING KNOWLEDGE

EAL READER

OXFORD WORD LIST 1-100

EAL STUDENTS
Scaffolding is very important to support EAL
students
Vgotskys Theory- Students learn in proximity
to their teacher.
As high as 20-25% of students are EAL
background.

JUST RIGHT
Ill never give up!.
Admirable attitude
however, its still very
important
that this child and others
only choose books that are
manageable.

BOOK
MARK

USING ICT TO SUPPORT

HANDWRITING DEVELOPMENT
HANDWRITING

INTERACTIVE
WHITEBOARD

DIGITAL NATIVES
ICT complements traditional teaching of skills
An interactive whiteboard is fun, children can
manipulate and play with literacy.
Technology is social
Trace and Copy as shown in the artefact on the
right was used in support of the ICT.

INFORMATIVE TEXT
THE BIG BOOK Year 1 Achievement Standard
Students understand the different purposes of texts.
They make connections to personal experience when explaining
main events.
They identify that texts serve different purposes and that this
affects how they are organised.
They describe characters, settings and events in different types of
literature
(ACARA 2013)
Whole Class Activity

Picture walk
Prediction of themes
Prediction of Vocabulary
Text type- Informative text
Link to personal experience

http://

LITERACY REFLECTION
SOME WORDS TO DESCRIBE LITERACY:
Complex, Evolving, Participation, Inclusive,
Different Competencies, Challenging, Teacher
guided, Prior Knowledge, Actively responding to
text, Critique, Questioning, Multi modal,
Technology, Aural, Visual and Interactive.

REFERENCES:
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1 ACARA
2013
Flint, AS, Kitson, L, Lowe, K & Shaw, K (eds) 2014, Literacy in Australia Pedagogies
for engagement, John Wiley & Sons Australia
Moss, J 2013, The Teaching Profession, in Churchill, R, Ferguson, P, Godhino, S,
Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J, Nagel, M, Nicholson, P
& Vick, M, Teaching: making a difference, 2nd edn, John Wiley & Sons, Milton, Qld
Hammond, J 2012, Hope and Challenge in The Australian Curriculum: Implications
for EAL students and their teachers, Australian Journal of Language and Literacy,
Vol, 35, No. 1 2012, pp. 223-240