Literacy UBD and Program
Context
This literacy UBD has been created in collaboration with my year four teaching team. Extra activities are added to each specific classroom, modified and created based on the needs of each student within the classroom. The UBD focuses on the learning around 10 specific writing areas, which are taken from the writing rubric the whole school uses, as well as mini lessons focused around spelling, the writing process, modelled writing, planning writing and bumping up our work. These 10 specific writing areas include: text structure, paragraphing, vocabulary, audience, ideas, figurative language, cohesion, sentence structure, punctuation and spelling. Through the activities focusing on these areas, students individual needs and abilities are acknowledged and catered to, increasing development in students knowledge and learning.
Within my timetable I have created specific areas for learning around targeted student goals and needs.
These areas are shown on my timetable as mini lessons and writing lessons, which is directly linked to the literacy UBD and mini lesson plan rotations below.
The content of these lessons are delivered in various ways such as explicit/modelled teaching, guided teaching and learning, as well as independent learning.
This timetable is available to students, as they use this to display on the whiteboard our daily routine, allowing a set structure for students to follow.
This literacy UBD was created with my year 4 team and is modified and reflected upon weekly during allocated release time. The alterations are made to accommodate students' changes in learning needs, goals and abilities.
Based from the students' writing data samples, our team noticed that the students' main needs centered around paragraphs, cohesion, audience and the sequencing of different writing pieces. Using resources such as 'The Writing Book' and 'Pobble365', lessons were created starting with the focus of paragraphs; how to structure a paragraph, when a new paragraph is created, what information may be needed in a paragraph and how to place these paragraphs in different forms of writing.
Rotation Lessons
Mini literacy lessons/rotations are created each week focusing on the needs of the students from their writing data base, individual writing within work books, as well as conferencing with students reflecting on what they feel they should be working on.
Two lessons per week focus writing goals, which are created with the student and teacher. The last lesson focuses more on the students spelling and reading. These sometimes mix together depending on the needs of the students and what they feel they need the most work on for that week.
Examples of activities that are focused on within these mini lessons are shown below.
Interesting Words Of The Week
A' word of the week' is part of our writing rotations, specifically focusing on vocabulary and its use. A word is chosen early in the week from words written on the whiteboard by the students during read to self.
This word is then studied looking at the word, definition, synonyms, antonyms, how to put the word in a sentence, building upon the word and rhyming words. The word is referred back to during the week and students implement the word into their writing to consolidate this learning.
This leads to the word being added to our word wall for future reference once the week is over. Students use this wall when they are looking for specific vocabulary or WOW words to add into their writing.
Spelling and Vocabulary Rotations
During spelling mini lessons/rotations, students participate in many activities focusing on their specific needs and challenging their abilities. Activities include word of the week, spelling box choice, long vowel rhymes, writers notebook, pair reading (medal and mission), oxford spelling test, words their way activities and tests and creative spelling sheets.
Students are separated into four targeted groups based on their abilities and needs. From the video some students have specific grey boxes that contain spelling words that are at their level and slightly above to challenge and increase their learning. Other students are working on their specific reading goals, for example Nicola focusing on her ability to read a text and summarise the key ideas from that text.
To cater to all the different student abilities in my class, I made sure the words and activities were differentiated in a way that met the needs of my students that were above and below year level. Students that needed more explicit teaching and one-on-one help were in a group with a teacher, however they were also working together as a group or in pairs. This was done mainly to build the confidence of the students that were not confident in spelling, allowing them to fully participate and be encouraged and supported by their peers, not only myself.
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Writing Lessons
To keep track of where each student is in their learning and what goal they would be focusing on, after conferencing with the students they would move their name on the 'Bump It Up' wall. This wall was created based from ideas from a whole school writing assessment, as well as resources used from 'The Writing Booklet' and 'Writers'. As our classroom is all about growth mindset and constantly improving, underneath the specific goal is an 'I can' statement and examples. Once a student can see within their own writing examples an achievement of this goal, they can say 'I can' do this goal which gives the strive to keep going and work on the next goal. I can then also mark off the goals in which they have achieved to acknowledge within their reports and merit awards.
During mini lessons/writing rotations, students write at the top of their page what specific goal they are working on and that they would like feedback on. This allows me to specifically target each students diverse needs and give positive feedback and suggestions to improve students work. This also increases students work ethic and engagement, as the goal is something they have chosen to work on and identified as an area of need.Within writing tasks students are using the writing process, developing their knowledge and abilities with these areas as well. Using the writing process, students work through each stage of their writing, moving a little pencil with their names on it. This is so when I conferencing with them I am aware with what stage of their writing they are up to and cater my teaching specifically to that need.
Students are given the opportunities to participate in free writing, pair writing, writers notebook and specific class group writing. This range of writing activities allows students to explore their writing, interests, likes and abilities.
At times students get stuck thinking of an idea or how to plan their writing. Resources were created, such as a writing box with images and sentence starters, to help students come up with an idea and conference with their peers to create a skeleton for their writing pieces. I found this to increase the students interest and like in writing, giving them the tools they need to be successful. For example, students were not sure when to add paragraphs into their writing. In collaboration with the class I modelled a writing plan that focused their ideas into different colours; each colour represented a paragraph. Students then used this idea and planned their writing using this example.
To celebrate students achievements and writing, their stories and work are published and displayed on our wall for the students to show off.
Achieving the Standards
The major strengths of this literacy program are within the Professional Knowledge and Professional Practice areas of the AISTL standards.
Standard 1: Know students and how they learn
1.1 – Physical, social and intellectual development and characteristics of students
Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristic to improve student learning.
1.2 – Understand students and how they learn.
Structure teaching programs using research and collegial advice about how students learn.
1.3 – Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 – Strategies for teaching Aboriginal and Torres Strait Islander students & 1.6 – Strategies to support full participation of students with disability.
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
1.5 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
Develop teaching activities that incorporate differentiated strategies 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.
Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
Standard 2: Know the content and how to teach it
2.1 – Content and teaching strategies of the teaching area.
Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.2 – Content selection and organisation.
Organise content into coherent, well-sequenced learning and teaching programs.
2.3 – Curriculum, assessment and reporting.
Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
2.4 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 – Literacy and numeracy strategies
Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.6 – Information and Communication Technology
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Standard 3: Plan for and implement effective teaching and learning
3.1 – Establish challenging learning goals.
Set explicit, challenging and achievable learning goals for all students.
3.2 – Plan, structure and sequence learning programs.
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3 – Use teaching strategies.
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4 – Select and use resources.
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5 – Use effective classroom communication.
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
3.6 – Evaluate and improve teaching programs.
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
3.7 – Engage parents/carers in the educative process.
Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Standard 6: Engage in professional learning
6.1 – Identify and plan professional learning needs.
Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.
6.2 – Engage in professional learning and improve practice.
Participate in learning to update knowledge and practice, targeted to professional needs and school/system priorities.
6.3 – Engage with colleagues and improve practice.
Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.4 – Apply professional learning and improve student learning.
Undertake professional learning programs designed to address identified student learning needs.
Standard 7: Engage professionally with colleagues, parents/carers and community
7.1 – Meet professional ethics and responsibilities.
Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.2 – Comply with legislative, administrative and organisational requirements.
Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
7.3 – Engage with parents/carers.
Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing.
7.4 – Engage with professional teaching networks and broader communities.
Participate in professional and community networks and forums to broaden knowledge and improve practice.
Standard 1: Know students and how they learn
When creating and developing this literacy program, as well as specific teaching strategies to use within this learning, individual students needs and abilities for physical, social and intellectual development were the main focus and consideration. Through meetings with colleagues and conferencing with students, information is collected on: how each students learning needs could be catered to, where each of the students are at with their learning, what specific learning they need to further develop, moderation of tasks to differentiate for the multiple needs and intellectual abilities within the class, as well as certain teaching strategies that have previously worked for the students with the class. Understand the background of each student, their specific needs and cultures, allows me to adjust my teaching meet meet their individual needs.
These lessons were created to meet the specific needs for each of the students. The lessons individually catered to their abilities and learning techniques, specifically through the use of explicit and modelled teaching, small group work, differentiation of the specific skill, one-on-one teaching of specific skills or needs, and individual tasks to show the development and growth of each student. Through creating specific lessons catering to all students and their needs, a safe and positive learning environment is created, allowing the students to all feel productive and supported by their teacher as well as their peers.
Within each lesson and rotation, specific strategies are implemented to focus every students needs, likes, interests and abilities. Having specific strategies such as collaborative pair work within activities, allows me to ensure every student is participating, engaged and supported in their learning.
Standard 2: Know the content and how to teach it
To create this UBD and teaching program, my year 4 team and I went through the English curriculum, choosing specific content descriptors and elaborations that applied to the knowledge and content area we wanted to develop. From the knowledge of content descriptors and elaborations, lessons and forms of assessment are created to specifically teach the content and assess for growth and development.
Lessons are sequenced in a way that follows the specific teaching strategies of explicitly teach, model, group and pair work, then individual work and assessment of knowledge and growth. During these lessons, we conference with our students, providing positive, constructive and timely feedback. This allows for students who need more explicit teaching to grasp a concept to receive this one-on-one help and development.
Standard 3: Plan for and implement effective teaching and learning
From the creation of the UBD and program, explicit learning goals are set for each student to achieve. Within these learning goals, specific strategies and resources are used to teach and develop students skills. This is done through creating lessons based off students likes, interests and needs to create an engaging and active learning environment. Students creative and critical thinking skills are developed through the use of whole class explicit teaching, pair and share modelling, and individual focused learning.
Resources are selected and created based off the knowledge of the curriculum and whole school programs. Using these resources allows us to further differentiate and explicitly teach concepts with a range of activities that involve concrete materials and ICT.
This program is a working document and is continually being edited to meet the needs and achievements of the students. My year four team and I meet weekly to discuss where the students are at, what lessons were successful or not and how can we improve them, as well as students work and achievement towards the specific learning we are targeting. Lessons and resources are then adjusted to fit the needs to the students learning.
Standard 6: Engage in professional learning
Within my professional pathway document, one of my goals is to explicitly teach writing skills to show improvement within students individualised learning goals. I have attended multiple professional learning days around literacy and have used resources from these to enhance my own teaching and students learning.
Also within this document I have identified areas from the Australian Professional Standards for Teachers that I needed to focus and develop further on. I have seeked help and advice from my teaching colleagues, as well as watched teachers around my school teach, gathering strategies and ideas for my own teaching. From this knowledge learnt, I have created resources and lessons to fit my students and their needs. I am continually evaluating this process and the effectiveness of this UBD and the lessons within.
Standard 7: Engage professionally with colleagues, parents/carers and community
In my role I am familiar with the ‘Teachers Code of Professional Practice,’ following the principles and sub-principles within this policy in order to meet my professional ethics and responsibilities. The code has five principles which include: service to the public, responsiveness to the government and the needs of the public, accountability, fairness and integrity, and efficiency and effectiveness.
Through this piece of evidence I am complying with the obligations 1.1.2 Demonstrate high standards of professional practice, 1.1.3 - Protect students from harm, 2.1.1 - Advance student learning and the public interest, 3.1.1 - Accept responsibility for high quality teaching, and 4.1.1 - Act with probity in their daily work activities and decision-making .
I comply with this code, legislation, and administrative and organisational requirements through ensuring that all of my students have a safe and supportive learning environment, as well as being accountable for their attendance in class.
As a classroom teacher I am constantly in communication with parents/carers. I have communicated to parents that our classroom is an open door and they are welcome at any time. Parents regularly come in to see how their children are going and to talk to me about what they are learning. This is also a chance for the students to take their parents around the room and show off their work. For example their writing work samples which the publish and display on the wall.
Reflection
I am constantly changing and reflecting on this program as a working document and I hope to do more professional learning around the area of literacy to aid me in developing more resources to keep engaging my students. The creation of the UBD and programs with my team has developed my knowledge within the curriculum and how to use the curriculum to teach students the content. If my students are not able to communicate what they are learning and why, I reflect upon this to modify the content and the way in which it is delivered. Checking in with my students through multiple forms of formative assessment, such as observations and conferencing, has been resourceful in showing me whether students are understanding the content and what they may be missing. This UBD and literacy rotation program has allowed students to build knowledge around areas they need most and gives them a sense of ownership over being a part of the conversation about what they need to focus on.
In professional meetings and learning teams, we have the opportunity to analyse students data from formative and summative assessments. Working with my team and my colleagues allowed us to understand where each students needs were, as well as inventions and adjustments that could be implemented to increase the learning of all our students.