1_Effective Practice (Honeycomb)

1_Effective Practice (Honeycomb)

1. Partnership

   • Often the starting point with older students - multiple voices (no longer just T knowledge) - These relationships support the learning = Partnerships will shift achievement - Schools responding to community - Suggesting way parent can help with literacy

2. Knowledge of literacy learning

   • Learning the code, making meaning and thinking critically provide a framework for literacy acquisition - Teachers need to know the reading and writing processes - Learning vocabulary is fundamental to comprehension - Knowing that literacy is important - The T has the skill to teach summarising, inferring and questioning - Models literacy behaviours-efferent (body language) and aesthetic - Awareness of the literacy progressions - Language experience embraced inclusivism

3. Knowledge of the learner

   • Gained through formative/summative and diagnostic assessment - Knowing learning styles - Lesson paced to suit learners - Feedback and feed forward helpful - Child-centered their strengths, needs, gaps, attitudes and interest - The T makes links between the child's culture and the classroom
   • Your school's library programme is predictor of reading achievement - Access to and use of the library emerged as the most consistent predictor of reading scores at middle school and beyond. Second: SSR,Third Socio-economic status, fourth Instruction reading - Hattie found teachers who 'mattered' monitored the effect of their teaching on students learning this takes teacher knowledge of the learner

4. Expectations

   • Teachers need high expectations of themselves - Ka Hikitai posits students as having potential, advantage and capability - Studentd can expect the T to work hard and enjoy literacy - Teachers have to believe hta all studnes cn learn and that all will learn - Teachers need to take seriously the 'Peter Effect' and the

5. instructional strategies

   • Model and demonstrate - use rich materials, children's literature will engage listening, speaking , reading and writing activities through drama, music, arts, and critical thinking - Employ deliberate acts of teaching - Provide feedback and feed forward = Questions = Be explicit = Teach decoding , semantics, pragmatics, and critcal analysis
   • Set appropriate and differentiated learning pathways for accelerated learning = use a wide range of literacy approaches, languages experience, shared and guided reading and writing, SSR, reading to, integrated inquiry processes, information skills etc = Use a wide range of assessment methods (eAsTTle, Running records, writing analysis, observation, Probe, Star etc) to check the effectiveness of teaching and learning

6. Engaging learners with text

   • Select books that students enjoy and will engage with - The teache know how to read, think and talk aout the feature of texts = high engagemtn euals success in rading = Literacy needds to be supported in teh home = Classroom environment must e culturally appropriate and responsive to diverse needs.