A COMPREHENSIVE LITERACY FRAMEWORK
ImpactEd’s Comprehensive Literacy Framework has been peer reviewed by Alison Arrow PhD, MEd, PGDipEd, PGCertEd, Associate Professor of Literacy at University of Canterbury.
We often work with kura and kaiako who are trying to meet the needs of ākonga at different stages of their literacy journey. It’s a constant challenge for teachers to support students who have come from different literacy approaches, especially at the stage where students are entering a new school.
Central Regional Health School (CRHS) faces the added challenge of supporting students while continuing to align that student’s learning with their regular school.
Workshopping differentiation in a structured approach to literacy
CRHS Principal Jason White knew he needed to dedicate time to support his kaiako in order to set students up for success in literacy. He engaged ImpactEd to assist in professional learning around structured approach to literacy in the CRHS context.
We were more than happy to help. Our team started by assessing teacher confidence and competency and used this benchmark to inform Teacher Only Day (TOD) workshops. This time spent understanding the school paid off in a TOD that spoke to the heart of the issue. Jason says, “Central Regional Health School presents a unique challenge as our mahi is different to most. ImpactEd took the time to get to know us and tailor their approach to suit our needs.”
Spending the day diving deep into our Comprehensive Literacy Framework to build understanding of the science of reading and writing, our facilitators encouraged CRHS teachers to critically examine a structured approach to literacy and its rationale and implementation across various programmes. We discussed common assessment elements and how to apply a structured approach with appropriate scope and sequence, while utilising diverse resources.
By grounding the instruction in the science of reading and writing, kaiako were better equipped to head back to the classroom and implement structured approaches to literacy in their everyday practice. This tailored Teacher Only Day based on a thorough scientific foundation increased teacher confidence and provided a positive framework to respond to ākonga.
“On behalf of the Hawke's Bay teachers, thank you so much. It was really useful and informative to be taken back through the science of reading, writing and learning. You covered so much in the time you had.” Michelle Deed, Team Leader, CRHS
