Hundreds of TFE members tuned into the NSW Branch Decodable Readers talk with SPELD NSW in 2021. If you haven’t seen it yet, you can catch up here. While many member questions were answered in the session, we couldn’t get to all of them!

Enjoy this blog of questions answered about decodable readers. If you have more questions feel free to add a comment to this blog post.

As a new year begins, with it is the promise and hope of uninterrupted learning in 2022. One of the findings from lockdown that has brought so much clarity to our writing instruction, is the understanding of what explicit teaching can actually achieve. Despite two years in and out of online learning we have made some important discoveries about the building blocks that boost learning in writing and the tools to measure it.

Hundreds of TFE members tuned into Reid Smith’s session on building a coherent curriculum in April 2021. If you haven’t seen it yet, you can catch up here. The content delivered in Reid’s talk, the Clarendon approach, should really be what graduate teachers are taught as they enter our profession.

This blog shares the content of the webinar on Clarendon’s improvement journey toward building a coherent curriculum.

Hundreds of TFE members tuned into Jenny Baker’s session in September 2021. If you haven’t seen it yet, you can catch up here. While Jenny tackled many member questions in the session, she couldn’t get to all of them!

Enjoy this blog of her responses to a few key questions from this talk. If you have more questions feel free to add a comment to this blog post.

Hundreds of TFE members tuned into Jack Neil’s session in August 2021. If you haven’t see it yet, you can catch up in the Members’ Area. While Jack tackled many member questions in the session, he couldn’t get to all of them.

Enjoy this blog of his responses to a few key questions from this talk. If you have more questions feel free to add a comment to this blog post.

First Question: What assessments do you use?

We use the following assessments.

• Sounds Write screener and segmenting and blending assessment

• Castles and Coltheart 2nd Edition (CC2)

• Phonological Awareness Skills Test (P.A.S.T)

• Morrison and McCall Spelling Scale

• DIBELS Data System that target sounds, letter ID, word accuracy, segmenting blending, fluency, comprehension among other things.

For writing we split our assessment into writing TRANSCRIPTION assessments and writing IDEATION assessments. We have established school wide level expectations on both as success criteria and working towards moderating these to refine accuracy and information to inform teaching.

One of the questions we have had from members of the TFE Writing Network has been related to genre teaching. Teaching writing in the context of genres is a common practice in Australia particularly due to our curriculum progressions that specify across several year levels: an expectation that students will be able to produce ‘imaginative, informative and persuasive’ texts. In Victoria this is first mentioned in Year 1.

This was highlighted when a friend recently called me during one of our lockdowns, frustrated at watching her Year 2 daughter cry during an online writing lesson where she was required to come up with a problem, solution and list of characters. Why was this so hard for her and why was I not surprised having seen this many times in an early years classroom? An understanding of genres is important. We know it makes a difference and students need to be able to write about different topics and create specific compositions. So perhaps the problem lies in the way we teach it.

I once had a student who loved rhinos. After all, what's not to love? During ‘free choice’ writing sessions (the opportunity for students to engage and communicate across genres of their choice), this student continued to write about rhinos in several formats. There was the narrative on rhinos, the persuasive, the poem – both Acrostic and Haiku.

His writing was engaging, passionate, showed an awareness of purpose and audience, but what niggled at me was that I wasn’t teaching him anything.

Actually, what I found was that my competent writers avoided authorial risks. They wrote texts where the topic was the focus, while writers who found writing challenging, continued to find it so. The struggle to engage was confronting.