Welcome
Strategies to help students
overcome literacy issues and
improve engagement
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Low Literacy in VCAL
Who am I ?
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Mieke Alexander
Primary & Secondary teacher
Part of a group that was the recipient of "The National awards for
Quality Schooling" It is an Australian wide recognition for innovative
teachers.
International & Domestic experience
Alternative & VCAL program experience
VCAL/VET in a Community Learn Local Setting
TAFE experience
Gifted education
CGEA
Ed support teacher
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Mieke put the unit planner
here
And where to find info
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Low Literacy in VCAL
What will we cover today ?
 Some basic teaching strategies
 Oracy: what, why, how???? relevant ideas, topics that worked,
 Reading. Using oracy to drive reading, translating assignments, taking
notes,
Comprehension: Is it happening, improving it , retaining the information,
  Writing : Engaging students, planning tools, conventions of language,
spelling tricks, expanding writing, editing
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Why don’t your students
learn in literacy?
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 Some basic teaching strategies
•  Check pre-knowledge. Is the work too hard/ too easy? Start with assessment then use the
following strategies
Explain expected learning from the outcomes
1. 
Relate to tasks to their lives- the reason this is useful learning is…..
2. 
Read assignment or part of the assignment
3. 
Start with a small whole group tasks – this gives student a sense that they have
started and achieved something ( as demonstrated )
4. 
Encourage questions and discussion.
5. 
Have expectations and time limits.
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Strategy 1. Testing
Relevant web sites
Who
Why
http://www.vcaa.vic.edu.au/documents/
auscurric/progressionpoints/ausvelsenglishprogressionpoints.pdf
Ausvels progression
points reading
Help to break
reading and writing
into small steps
https://www.nap.edu.au/naplan/writing/
minimum-standards
https://www.nap.edu.au/naplan/reading/
minimum-standards
https://www.education.gov.au/australiancore-skills-framework
Naplan writing
standards
Naplan reading
standards
Australian Core Skills
Framework
Helps to identify
students skills
Helps to identify
students skills
Testing tools and
ideas for skills
levels
url
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Oracy
 Oracy: what, why, how????
Write down as many reasons why you think we need to teach speaking and listening
1.  Oracy for self expression
2.  Oracy for knowledge
3.  Oracy for practical purposes
4.  Oracy for exploring issues and problem-solving
Now put them under these categories .
Why I teach oracy and what worked for me
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Observation check list
Name …………………………………...
date ……………
Oracy intermediate
Learning outcome 1
Observed activity
date
Oracy for self expression
a)
b)
Share a narrative, recount or anecdote.
Make use of verbal and non-verbal features of spoken communication including: intonation, eye contact,
gesture, pace
and pronunciation.
c) Demonstrate an understanding of the role of verbal and non-verbal features by commenting on the
effectiveness of others’ oral presentation.
Learning outcome 2 Oracy for knowledge - Use and respond to spoken language in informative talks.
a) Give an oral presentation answering questions if appropriate.
b) Identify key points and supporting information in an informative talk.
c) Comment on the content and effectiveness of an informative talk.
d) Make systematic notes from a spoken text in a chosen field of knowledge.
Learning outcome 3 Oracy for practical purposes- Use and respond to spoken language in instructions
and transactions.
a)  Give instructions in several steps.
b) Identify the key points in an oral text that offer support, advice or service.
c)
Comment on the content and effectiveness of oral instructions and transactions.
Learning outcome 4 Oracy for exploring issues and problem-solving –U se and respond to spoken
language in discussions to explore issues or solve problems.
a) Participate in a group discussion on an issue, responding to and contributing alternative ideas.
b) Use spoken language to identify and work towards solving problems with at least one other person.
c) Comment on the range of ideas presented on an issue in a discussion.
d) Demonstrate active listening.
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Why/ how are we meeting the criteria?
Discuss with those around you.
Which criteria are important?
Why are they important ?
How do you check that they are successfully met?
What impact might poor oracy and/or LISTENING skills have on the students’ reading and writing?
•  reluctant writer
•  Poor general knowledge
•  Can’t get context when reading
•  unable to work independently
•  Limited vocabulary
•  Acts up
•  Poor reasoning skills
•  Dislikes reading
•  Acts bored
• Talks to much/ too little
•  does not understand/ follow/ respond to instructions
•  Can’t express self when writing
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What do they need?
Vocabulary = lots of talking and discussion
Oracy strategies
1. Informal works well
2. Peer assessment is important and formalising
it helps everyone
3. Topics must be relevant and stimulating
4. Students need to know why they need oracy
skills
5. Oracy can easily relate to PDS, WRS or even
how to solve numeracy problems . It does not
need to be a standalone subject
6. Listening should also be assessed formally.
7. Listening and speaking are employability
skills.
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Conclusion
Oracy skills are important and students need to know why they are.
1.  Teachers need to check for prior knowledge: what can and cant they do ?
2.  Assignment need to be explicitly taught that includes listening.
3.  Lessons/topics need to be highly relevant to the student and well chosen by
both teacher and student.
4.  Skills covered need to be carefully observed to ascertain where the holes are.
5.  It needs to be relaxed, familiar and realistic.
6.  Good feed back is important .
7.  Listening should also be assessed.
8.  Oracy is an employability skill.
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Reasons to read?
List all the reasons why people might read
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You can’t escape
reading
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This is reading
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And this is reading!
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So word and letters alone are not reading.
Why not ???????
So what is reading????
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A quick overview of the structure of reading
Structure of reading.
Reading includes:
Phonology - Sounds of words. The sounds letters make when grouped together
Morphology – the patters of words such as root words, affixes, parts of speech, intonations and stresses, or
implied context.
Syntax -the arrangement of words: the way in which words are put together to form phrases, clauses, or
sentences
Semantics- the aspects of language dealing with meaning: Semantics is the study of meaning in language. It can
be applied to entire texts or to single words. For example, "destination" and "last stop" technically mean the same
thing, but students of semantics analyse their subtle shades of meaning.
Looking at the ideas here, where do our students go wrong??????
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Four roles of the reader
To develop as effective readers, students must learn to take on a set of roles, or ways of interacting with a text. These
roles (described by Freebody and Luke, 1990) indicate the ways a reader can move beyond decoding print to
understanding and using text on several levels for a variety of purposes. Briefly, these roles can be described as:
Code-breaker role
• How do I crack this text?
•What are its patterns and conventions?
Text-participant role As a text-participant a reader is concerned with understanding the meaning of the text. Readers
use the text-participant role when they ask themselves questions such as:
• What is this text trying to say?
• What are the possible meanings of this text?
• What do I already know about this topic?
Text-user role As a text-user a reader is concerned with the way in which the text prompts them to take some action.
Readers use the text-user role when they ask themselves questions such as:
• What do I do with this text, here and now?
• What are my options and alternatives?
Text-analyst role As a text-analyst a reader is concerned with the underlying and unstated assumptions in the text
and the way the text attempts to position them as readers. Readers use the text-analyst role when they ask
themselves questions such as:
• What is this text trying to do to me?
• Whose interests are being served by this text?
• Which voices or points of view are silent?
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So why read ?????.
→ 
To entertain
→ 
To educate or inform
→ 
To remember
→ 
To explain
→ 
To record
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So what was your favourite book?
Why was it a favourite?
reading is:
• Magazines, C
• Comics,
• Graphic Novels,
• Advertisements .
Think about the features of it
Written words = reading
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VCAL kids can read BUT ……………………………………..
All work is
  They have a negative attitude to reading
literacy .
  They don’t read for meaning
There is
  They don't connect ideas
no
  They don't relate to the material
escape
  They are so task, as opposed to learning, orientated that they
don’t “collect” knowledge.
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Strategies for reading better
1.  Obvious : choose things to read and write about that have meaning for your
students
2.  Spend a few minutes with each student to ascertain where, in the areas
mentioned above, problems may lie.
2. Reading in a round robyn style. Do not let student correct each other.
3. Starting a story/ sheet having them finish it.
4. Always read and discuss instructions
5. Connect ideas
6. Have the students explain it back to you.
7. Summarise what has been read as a group.
6. Discuss what you are reading!!!
a)  Who has had similar experiences?
b)  What does it remind you of?
c)  Why do you hate this book?
d)  What would you choose?
e)  What could happen next?
f)  Why was it written?
url
g)  How is this helpful/ useful/ entertaining?
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Reading
outcomes
Learning outcome 5
Learning outcome 6
Learning outcome 7
Learning outcome 8
Reading for self expression
Reading for practical
purposes
Reading for knowledge
Reading for public debate
a) Identify the purpose of
the text including any
inferred purpose.
a) 
Identify the purpose of the text including any inferred
purpose.
Purpose
a) Identify the purpose of the text
including any inferred purpose
a) 
Comprehension
b) Identify main ideas and key words
used to express them.
b) Identify the main ideas
and key procedures.
b) Identify the main ideas,
supporting ideas and
any examples.
a) 
Identify the means used by the author to achieve the
purpose of the text.
c) Identify the means used by the
author to achieve the purpose of the
text.
c) Identify the means used by
the author to achieve the
purpose of the text.
c) Identify the means used
by the author to achieve
the purpose of the text.
a) 
Identify the main arguments, ideas or suggestions used
in the text.
Application
d) Compare or contrast with other
texts.
d) Compare or contrast with
other texts.
d) Compare or contrast
with other texts.
a) 
Compare or contrast with other texts.
Critique
e) Express an opinion on the
effectiveness of text.
e) Express an opinion on the
effectiveness of the text.
e) Express an opinion on
the effectiveness of the
text.
e) Express an opinion on the effectiveness of the text.
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Identify the purpose of
the text including any
inferred purpose
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f) Express own opinion on the subject and give supporting
reasons.
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Assessment- Strategy for
comprehension
Analytical hats
- Comprehension and critique
Blue Hat Thinking- Process
• 
what did you need to organise ?
• 
How will you organise what you have
learned so you remember and can use it?
• 
White Hat Thinking- Facts
What facts did you learn , what knowledge
did you gain?
• 
Green Hat Thinking – Creativity
How did this make you think of new ideas or
new connections ?
Yellow Hat Thinking- Benefits
What was good?
What skills/ knowledge have you gained
from the project?
Black Hat Thinking - Cautions
• 
What could you have done differently?
• 
What didn't you like?
• 
• 
• 
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Red Hat Thinking - Feelings
How did you feel about the work
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Assessment- Strategy for
comprehension
Australia Day
serious text with
some persuasive
language
d) Compare or contrast with other texts.
Drug abuse
cartoon only
Reading for public
debate
Venn
diagrams
Allergic and anaphylactic
reactions. some what technical
required knowledge for all
student in the building
Reading for knowledge
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Assessment strategies for understanding what you
read
Reading for self expression1. Retell, as an oracy
2. The Question Matrix Grid,
for Auto/biographies – 3. Write a obituary,
4. Complete a time line,
5. Write a review
Reading for public debate –
1.  Design a questionnaire,
2.  Create an add promoting the authors point of
view.
3.  PMI
4.  Present as an oracy
Reading for practical purpose –
Reading for knowledge –
1.  Draw a cartoon,
1.  Ten things I learnt form this,
2.  Make a children's book,
2.  The Question Matrix Grid
3.  Complete a concept map,
4.  Make or do the thing someone else has written instructions for,
5.  Simplify it into a cartoon,
6.  Flow char
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Conclusion- reading
Reading skills are important and students need to know why they are.
1.  Reading is a complex task with many layers of skill and knowledge.
2.  Teachers need to check for prior knowledge: what can and can’t they
do ?
3.  Reading for meaning and exploring text needs to be taught
4.  Choose reading material that is both age and SKILL appropriate.
5.  There are more ways to assess reading and understanding then
comprehension and assignments.
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Writing
Reasons to write
Thinks of as many reasons as you can why you write. Write them down
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Writing
Learning outcome 1
Writing for self expression
Learning outcome 2
Learning outcome 3
Learning outcome 4
Writing for practical purposes
Writing for knowledge
Writing for public debate
a)
a)Use the processes of planning, drafting
and editing to produce written texts.
Process
a)Use the processes of planning, drafting and
editing to produce written texts.
a) 
Purpose
b)Use language and tone appropriate to text
purpose and audience.
b)Use language and tone
appropriate to text purpose and
audience.
b) Use language and tone
appropriate to text purpose and
audience.
Structure
c)Sequence and structure information, ideas and
events to suit purpose.
c) Sequence and structure
information and/or ideas
logically to suit purpose.
c) Sequence and structure
c) Sequence and structure ideas and
information and ideas logically arguments to suit purpose.
to suit purpose.
Length/
complexity
d)Link several separate pieces of information
d)Present several separate pieces of
within a text rather than treating them as separate
information within a text
units.
including detailed factual
descriptions or data.
Mechanics
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e)Spell, punctuate and use grammar with
reasonable accuracy.
Use the processes of
planning, drafting and
editing to produce written
texts.
e)Spell, punctuate and use
grammar with reasonable
accuracy
Use the processes of
planning, drafting and
editing to produce written
texts.
d) Relate several separate
pieces of factual information
within a text rather than
treating them as separate units
and reach a conclusion.
e) Spell, punctuate and use
grammar with reasonable
accuracy.
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b) Use language and tone appropriate to text
purpose and audience.
d)Relate several ideas or pieces of
information within a text rather than
treating them as separate
e) Provide evidence and argue persuasively
for a point of view.
f) Spell, punctuate and use grammar with
reasonable accuracy.
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Purposes for Writing
The following information comes from Munro, 2005.
To Organise and to Clarify What is Known
Students use writing as a means for learning more about a topic. They articulate the ways in which writing helps them
to organise and to clarify thoughts and to bring together what they know.
An example is students adding to a list of what they already knew about a topic after more learning has taken place.
To Keep Track of Ideas During Learning
Students describe how writing helps them to think in depth about a topic. An example is students writing down three key
points as they read a simple text.
To Retain What Needs to be Remembered
Students describe how writing helps them retain knowledge they want to remember including a sequence of events. An
example is students documenting a response to a text viewed or heard.
To Elicit Information from Others
Students use writing as a means to obtain information from others. An example is students writing questions as part of
a simple survey or questionnaire. Students also anticipate questions that readers may ask about their writing and use
language to invite questioning
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What do they need?
Process
planning, drafting and editing to produce written texts.
Purpose
Meet audience needs
Structure
Put things in a logical order
Length/complexity
Link ideas, state your case, provide evidence
Mechanics
The rules
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.
Reflect on the purpose of your
writing.
• Who is your audience ?
•  Why would you write this?
Again reflect on the purpose
of your writing.
• Are you talking to them ?
Did you meet the needs of your
reader?
Some tools
Hamburger model
Simple webs
Vocab clouds
Story maps
Sequence organisers
Sub headings
Some tools
Paragraphing under
subheadings
Presenting both point of
views
Answering your own questions
Computers
Some tools
The courtesy of correct
Language.
Capital “I”
Partner read.
what is your message
-Is it clear?
- is it interesting?
` editing check list
Others ?
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.
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Planning tools
The
beginning
The problems
ey
h
t
re
s
u
d
lea
he
w
nd
a
s
n
tio
lu
o
s
he
T
The end
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Planning tools
•  You all have areas of interest
which can sometimes be a
passion about an aspect of life
or a whole lot of knowledge
about one particular topic.
Choose something you know a
lot about or are REALLY
interested in. Now use the
processes of planning, drafting
and editing to produce written
texts about your chosen topic.
•  Show your planning here.
url
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Planning tools
Task
You have been studying our first
people and their history. We can all
acknowledge that they have been
treated poorly however some people
believe that we give them too much
special treatment and assistance;
another group feels we should do
much, much more. Decide which point
of view you wish to take. Fill in the
planner and draft out a cohesive and
well thought out argument. Hand in
the draft and when corrected
complete a good copy.
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url
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Improving writing
Purpose
Have student list who they are writing for and
completing a one sentence over view of the aim
of their document
Structure
Can they retell their work in point form,
Planning in point form,
Planning on a time line,
Reread for sense ( partner reread). Asks
questions
Read with student and ask for clarification.
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Some strategies to increase Length and complexity
Vocabulary , spelling,
YOUR TOOL BOX
WORD BANK
The
drovers
wife
afraid, loyal
courageous
lonely, hardy
vicious
responsible
resilient
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1.  Imagination.
2.  Interesting vocabulary especially
adjectives and adverbs because they
add to the story.
3.  Skill using full stops and capital letter.
4.  Patience so that you do your best.
5.  Persistence so that you keep going
when it is hard.
6.  Pride in the work you have completed
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A strategy to increase Length and complexity
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Length and complexity- strategies to enhance and edit
better
url
Word chart to enhance writing
Check list for the students
Do you have ?
Examples
Proof of your ideas
Can you go deeper?
Have you/can you expanded your ideas?
Reading the Assignment
Understand the purpose of your assignment
•  Look for the key verb or verbs in the sentence. Words
like analyze, summarize, or compare direct you to think
about your topic in a certain way.
•  Words such as how, what, when, where, and why; guide
you toward specific information.
•  What kind of evidence do you need to support your
ideas?
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Strategies for Length and complexity
Lots of people have a hard
time putting their feelings into
words and identifying what
emotions they are feeling. Not
any more :) The Feeling
Wheel we bring you today will
help you narrow down exactly
what word best expresses
your current emotional state.
url
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https://verbalistseducation.com/
2016/01/10/see-the-magical-vocabwheel-that-will-help-you-find-the-perfectword-to-express-your-feelings/
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Humour works -Hang
this up and suddenly
there is a
conversation about
apostrophes.
Mechanics
Grammar. Read the students
work back without punctuation
Spelling tricks
Editing is courtesy
towards the reader
The language of literacy is important. Teach it/ Revise it
verbs , nouns, conjunctions, adverbs, adjectives,
pronouns.
it helps when explaining.
url
Expectations. Any one who can write should use a capital letter for the word “I” .
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Conclusion- writing Strategies
1.  Writers need to be able to read
2.  Writing is always purposeful and not accidental
3.  Many writing skills need explicit teaching
4.  Planning is important.
5.  Teachers need to check for prior knowledge: what can and cant
they do ?
6.  Who is the reader?
7.  Choose writing materials that is both age and skill appropriate.
8.  Conventions of language improve the message .
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T
H
A
N
K
Y
O
U
for
C
O
M
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N
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