Teaching and Literacy Cycle example

The teacher:

• sets goals by articulating and displaying the learning intention and differentiated success criteria for the session.

Teacher led:

• building content knowledge and language
  

• viewing and comprehending of visual texts and visual elements of the texts (for example, photographs; diagrams; illustrations).

Students:

• activate and use prior knowledge to make connections.
• ask and answer questions about the text.

The teacher:

• facilitates student extended and dialogic talk about the content of the visual texts.

Students:

• practice extending their responses.
• practice building on each other's responses.
• practice accountable talk.
  

Teacher led:

• vocabulary building instruction, related to the topic of inquiry, particularly Tier 1 and 2 words, with some Tier 3 words.
• intentional discussion of word meanings in context, using student- friendly definitions.
• modelling of hearing and saying sounds in new words.  

Students:

• practice reading and pronouncing new words.
  

The teacher:

• articulates and displays the learning intention and differentiated success criteria throughout the session.
  
• builds content knowledge and language through supported reading
  

Teacher led:

• shared or close reading of a factual text relevant to the topic of inquiry.
• focus on meaning – text and visuals.
• focus on new vocabulary.
• annotations linked to meaning, vocabulary, visuals and grammar in context.
• facilitates student extended and dialogic talk about the reading with relation to the learning intention and differentiated success criteria.

Students:

• contribute to the reading through asking and answering questions.
• interpret visual information.
• use new vocabulary and grammatical knowledge in their questions and responses.
  

The teacher:

• facilitates student independent reading of topic-related texts: 
  

• levelled texts; 
  

• modified texts; 

• digital texts; 

• non-fiction texts.

• supports students to report back on their learning with relation to the learning intention and differentiated success criteria using extended and dialogic talk.

Students:

• examine the visual information in the texts.
• discuss their text with a partner or small discussion group. 
  

The teacher:

• articulates and displays the learning intention and differentiated success criteria for the session.
  
• models the text.
  

Teacher led:

• creates or selects a mentor text relevant to the initial focus of the inquiry.
• deconstructs the text, drawing students' attention to the structure
  
  and the language of the text.
• 'thinks aloud' about the writing and foregrounds the classroom resources students can use to assist with the writing.
• draws and labels a diagram to accompany the text where appropriate.

Students:

• discuss, ask and answer questions about the mentor text.
  

Teacher led:

• guided differentiated work, through small group interactive writing groups or individual or group conferences.

Students: 

• draw and label a visual text to accompany their draft written text (for example, an illustration or a diagram).
• use the mentor text as an example for their writing (for example, notes, dot points, or a more extended text), incorporating new content and language knowledge.
• access classroom resources to assist in their writing.
• save their draft in hard copy or digital format.
  

The teacher:

• facilitates student extended and dialogic talk about the experience of writing about the topic focus.
• supports students to report back on their learning with relation to the learning intention and differentiated success criteria using extended and dialogic talk.  

Students:

• practice extending their responses.
• practice building on each other's responses.
• practice accountable talk.