Literacy Symposium 2019
Date: 15 April, 2019
Time: 9.30 - 3.15p.m.
Venue: St Columba Centre, 40 Vermont Street, Ponsonby. Parking on site.
Cost: $225 + GST per person. This includes morning tea and lunch.
Do you want to embed culturally responsive practices into your literacy programme but not sure what this looks like?
If you answered yes to any of these questions this symposium will support you to reflect on your practice and begin to address these challenges.
We are excited to be working with Laurayne Tafa this year. Laurayne will provide a keynote address at the Symposium as follows:
How do we include a cultural lens in our literacy teaching …and so what if we do?
To successfully develop a cultural lens to our teaching we must put more emphasis on being conscious of, explicit and relentless about creating an optimal learning culture (conditions) in our classes… and about what we teach. This keynote will explore what makes up this optimal learning culture and help you consider ways in which we can measure whether the cultural discourse in your class is in fact working for all learners.
Following the keynote address from Laurayne we will be offering a range of literacy workshops from which you will be able to choose three to attend. The content and presenter for each workshop is included below:
Including a Cultural lens in literacy teaching (Years 1-8): Following the keynote this workshop will help you explore and deepen your understanding about culture creating routines and interactions…and how they support learners and provide teachers with valuable feedback. (Laurayne Tafa)
Do we still need to teach guided reading in 2019? (Years 1-6) What’s important in teaching students to be strategic readers who have critical literacy skills? There will be time to consider the key components of a guided reading lesson and the Deliberate Acts of Teaching that an effective teacher of reading will be using. (Jane van der Zeyden)
What’s happening to shared reading? (Years 1-4) It seems difficult to fit all approaches to reading into a crowded curriculum, however, shared reading provides opportunities for students to behave like readers and enjoy lively reading experiences. Shared reading helps students develop a love of reading, an interest in language and confidence in their abilities as readers. Explore some new ideas and find out how to include this enjoyable aspect of reading into your programme. (Andy Butler)
Oral language doesn’t mean news.(Years 1-3) Let’s consider why ‘news’ time is not the4 most effective way to build oral language competence. In this workshops explore how you can incorporate strategically designed practical oral language activities across the curriculum in a junior class. (Andy Butler)
Oral Rehearsal and Developing Authority in Writing : (years 3-8)How do we motivate the reluctant writer? How do we get children to write about their own authorities, and bring their everyday experiences to a range of text types? Oral rehearsal before writing, and talking throughout the entire writing process is hugely beneficial for writers. This workshop will focus on some practical oral language strategies that teachers can use with their students in order to better scaffold them into the writing process. Quality mentor texts will also be shared, discussing how they can be used as effective and inspiring models for the children.(Charlene Mataio)
Scaffolding English Language Learners in a literacy programme (Years 1-8) How do ELLs learn to read English?What does a reading programme look like that will scaffold ELLs? Practical follow up tasks that can be adapted for any age and stage. (Erin Mckechnie)
Supporting English Language Learners (ELLs) to listen and speak in English (Years 1-8) How to utilise bilingualism in the classroom. How to scaffold ELLs in the literacy programme to encourage them to talk, read and write. Approaches that can be used across the curriculum to support ELLs with learning to listen and speak in English.(Erin McKechnie)