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Accelerating literacy

http://maori-ed.tki.org.nz/what-works-for-maori-learners-and-why/accelerating-literacy/

Literacy skills and knowledge are essential for all learners to enable access to the fullness of the New Zealand Curriculum.

This kete uses the idea of making connections with whānau, hapū and iwi to strengthen the literacy skills of Māori learners. The gallery introduces two eBooks that give examples of strategies that have been used to accelerate reading and writing.

Literacy skills and knowledge

Teachers can work with whānau to encourage and support literacy at home. This gallery introduces resources and strategies that have proved effective for Māori learners.

Contributions and resources

Accelerate reading (image)
Connections and Collaboration Two strategies to accelerate reading
Description

This eBook details Pause Prompt Praise and reciprocal teaching, two well-researched and effective reading strategies that fit within the principles of culturally responsive and relational pedagogies.

Source: Connections and Collaboration: Two Strategies to Accelerate Reading, by Mere Berryman and Therese Ford (2014)

Accelerate reading
Pause Prompt Praise
Pause Prompt Praise (PPP)

One of two effective teaching strategies presented in Connections and Collaboration: Two strategies to accelerate reading by Mere Berryman and Therese Ford (2014)

This strategy is presented in a culturally responsive framework that aligns with the core principles of Ka Hikitia. The eBook unpacks the strategy through the use of supporting research, downloadable tools, and videos.

Pause Prompt Praise is a strategy designed to help teachers recognise the types of mistake children often make in their reading and to respond to each mistake by:

  1. first pausing (to give the child time to self-correct)

  2. then prompting appropriately (if necessary)

  3. finally, praising the child for all positive behaviours.

Pause Prompt Praise
Reciprocal teaching
Reciprocal teaching

The second of two effective teaching strategies presented in Connections and Collaboration: Two strategies to accelerate reading by Mere Berryman and Therese Ford (2014)

This strategy is presented with supporting research, tools, and videos in a culturally responsive pedagogical framework that aligns with the core principles of Ka Hikitia.

Reciprocal teaching is a way of teaching reading comprehension. The teacher coaches students through four key thinking skills. The teacher models the use of these skills in small-group discussions, and then each student takes a turn at leading their group’s discussion.  These four key skills are:

  1. clarifying

  2. questioning

  3. summarising

  4. predicting.

Reciprocal teaching

Resources and downloads

Connections and Collaboration: Two strategies to accelerate reading

Mere Berryman and Therese Ford (2014)
This eBook presents two strategies to accelerate reading. It connects these principles to the Ka Hikitia strategy, explains the theoretical basis that underpins each strategy, and outlines some implementation guidelines. It also provides a series of video clips to support understanding and implementation.

BES Exemplar 4: Reciprocal teaching

This exemplar illustrates how to develop student leadership and accelerate literacy achievement across the curriculum. The exemplar provides examples at primary, intermediate, and secondary levels.

Pause Prompt Praise (PPP)

This strategy is outlined on the NZC Online site, where you will also find links to publications relevant to this strategy.

Most effective when used together

Accelerate writing (image)
Connections and Collaboration Strategies to accelerate writing
Description

This eBook details Responsive Written Feedback, a well-researched and effective writing strategy. It also includes four writing structures to promote greater confidence and writing fluency.

Source: Connections and Collaboration: Strategies to accelerate writing by Mere Berryman and Therese Ford (2014)

Accelerate writing
Responsive written feedback
Responsive written feedback

… responsive teachers understand that students need to be able to share their prior knowledge and experiences through the medium of writing, without fear of criticism or failure, therefore they work to create contexts in which students have many opportunities to communicate with others through writing.

This involves ensuring that students receive feedback about their writing from people who are more skilled at writing and it also involves providing strategies and writing structures that support students to generate words and organise their ideas in the planning and revision processes of writing.

Mere Berryman and Therese Ford (2014) ; Source: Connections and Collaboration: Strategies to accelerate writing
Responsive written feedback
Writing structures for confidence
Structures for purposeful and confident writing

Four writing structures are presented in Connections and Collaboration: Strategies to accelerate writing by Mere Berryman and Therese Ford (2014).

Understanding writing structures can help students arrange and organise their ideas, with confidence and purpose, into a coherent and meaningful piece of writing.  Berryman and Ford detail four writing structures and provide tools and videos to support the implementation of these structures:

  1. structured brainstorming

  2. report writing

  3. recount writing

  4. procedure writing.

Writing structures for confidence

Resources and downloads

Connections and Collaboration: Strategies to accelerate writing

Mere Berryman and Therese Ford (2014)
This eBook presents strategies to accelerate writing. It connects these strategies to the principles of Ka Hikitia, explains the theoretical basis that underpins each strategy and outlines some implementation guidelines. It also provides a series of video clips to support understanding and implementation.

BES Exemplar 5: Learning logs – He kete wherawhera

This exemplar describes how to strengthen teacher–student communication and accelerate achievement through the use of learning logs. The exemplar illustrates this in relationship to a class learning at NCEA Level 1 but is relevant across schooling.

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