Making the Links: Integrating spelling, vocabulary knowledge and comprehension across the curriculum

Grace Oakley, Valerie Faulkner, Helen House, Elaine Lopes, Alex Solosy, Elizabeth Mary Rohl

Research output: Book/ReportOther output

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Abstract

The Making the Links: Integrating Spelling, Vocabulary Development and Comprehension Project was designed around a year-long collaborative learning initiative aimed at helping learning area teachers (Years 7 to 9) incorporate the teaching of literacy into their disciplines. The purpose of the project was to lead instructional improvement and bring about change in the ways that literacy across the curriculum is perceived and taught in the middle years. Teachers from a range of learning areas were encouraged to participate and, as a result, a cross-section of disciplines was represented by teachers of English, Mathematics, Science, Society and Environment, Religious Education, Art/Design/Technology, Drama, and a Learning Resources Coordinator. The year-long program combined theory about spelling, vocabulary and comprehension development; demonstration of how to support spelling, vocabulary and comprehension across the curriculum; and opportunities to practise with students within their school context. The project approached professional learning as developmental, drawing on the work of Guskey, who suggests that “...change is primarily an experientially based learning process for teachers” (2002, p. 384). This resulted in a professional learning approach that identified a 6 step process whereby teacher participants were encouraged to engage in a sustained and substantial conversation over a considerable length of time (7-8 months). These steps included: collection and analysis of baseline and diagnostic data; identifying areas that required targeted support; challenging teacher assumptions in relation to literacy and literacy teaching across the learning areas; extending teacher knowledge around literacy and instructional literacy strategies linked to different learning areas; implementing structures to extend good literacy learning and practices, and exploring ways of sustaining the change process for meaningful and effective pedagogical renewal.
Original languageEnglish
PublisherUniversity of Western Australa
Commissioning bodyCatholic Education Office of Western Australia
Number of pages66
ISBN (Print)978-0-646-55186-9
Publication statusPublished - 2011

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vocabulary
comprehension
curriculum
literacy
learning
teacher
required area
religious education
Teaching
drama
learning process
diagnostic
conversation
mathematics
art
science
resources
school
student

Cite this

Oakley, G., Faulkner, V., House, H., Lopes, E., Solosy, A., & Rohl, E. M. (2011). Making the Links: Integrating spelling, vocabulary knowledge and comprehension across the curriculum. University of Western Australa.
Oakley, Grace ; Faulkner, Valerie ; House, Helen ; Lopes, Elaine ; Solosy, Alex ; Rohl, Elizabeth Mary. / Making the Links : Integrating spelling, vocabulary knowledge and comprehension across the curriculum. University of Western Australa, 2011. 66 p.
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abstract = "The Making the Links: Integrating Spelling, Vocabulary Development and Comprehension Project was designed around a year-long collaborative learning initiative aimed at helping learning area teachers (Years 7 to 9) incorporate the teaching of literacy into their disciplines. The purpose of the project was to lead instructional improvement and bring about change in the ways that literacy across the curriculum is perceived and taught in the middle years. Teachers from a range of learning areas were encouraged to participate and, as a result, a cross-section of disciplines was represented by teachers of English, Mathematics, Science, Society and Environment, Religious Education, Art/Design/Technology, Drama, and a Learning Resources Coordinator. The year-long program combined theory about spelling, vocabulary and comprehension development; demonstration of how to support spelling, vocabulary and comprehension across the curriculum; and opportunities to practise with students within their school context. The project approached professional learning as developmental, drawing on the work of Guskey, who suggests that “...change is primarily an experientially based learning process for teachers” (2002, p. 384). This resulted in a professional learning approach that identified a 6 step process whereby teacher participants were encouraged to engage in a sustained and substantial conversation over a considerable length of time (7-8 months). These steps included: collection and analysis of baseline and diagnostic data; identifying areas that required targeted support; challenging teacher assumptions in relation to literacy and literacy teaching across the learning areas; extending teacher knowledge around literacy and instructional literacy strategies linked to different learning areas; implementing structures to extend good literacy learning and practices, and exploring ways of sustaining the change process for meaningful and effective pedagogical renewal.",
author = "Grace Oakley and Valerie Faulkner and Helen House and Elaine Lopes and Alex Solosy and Rohl, {Elizabeth Mary}",
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Oakley, G, Faulkner, V, House, H, Lopes, E, Solosy, A & Rohl, EM 2011, Making the Links: Integrating spelling, vocabulary knowledge and comprehension across the curriculum. University of Western Australa.

Making the Links : Integrating spelling, vocabulary knowledge and comprehension across the curriculum. / Oakley, Grace; Faulkner, Valerie; House, Helen; Lopes, Elaine; Solosy, Alex; Rohl, Elizabeth Mary.

University of Western Australa, 2011. 66 p.

Research output: Book/ReportOther output

TY - BOOK

T1 - Making the Links

T2 - Integrating spelling, vocabulary knowledge and comprehension across the curriculum

AU - Oakley, Grace

AU - Faulkner, Valerie

AU - House, Helen

AU - Lopes, Elaine

AU - Solosy, Alex

AU - Rohl, Elizabeth Mary

PY - 2011

Y1 - 2011

N2 - The Making the Links: Integrating Spelling, Vocabulary Development and Comprehension Project was designed around a year-long collaborative learning initiative aimed at helping learning area teachers (Years 7 to 9) incorporate the teaching of literacy into their disciplines. The purpose of the project was to lead instructional improvement and bring about change in the ways that literacy across the curriculum is perceived and taught in the middle years. Teachers from a range of learning areas were encouraged to participate and, as a result, a cross-section of disciplines was represented by teachers of English, Mathematics, Science, Society and Environment, Religious Education, Art/Design/Technology, Drama, and a Learning Resources Coordinator. The year-long program combined theory about spelling, vocabulary and comprehension development; demonstration of how to support spelling, vocabulary and comprehension across the curriculum; and opportunities to practise with students within their school context. The project approached professional learning as developmental, drawing on the work of Guskey, who suggests that “...change is primarily an experientially based learning process for teachers” (2002, p. 384). This resulted in a professional learning approach that identified a 6 step process whereby teacher participants were encouraged to engage in a sustained and substantial conversation over a considerable length of time (7-8 months). These steps included: collection and analysis of baseline and diagnostic data; identifying areas that required targeted support; challenging teacher assumptions in relation to literacy and literacy teaching across the learning areas; extending teacher knowledge around literacy and instructional literacy strategies linked to different learning areas; implementing structures to extend good literacy learning and practices, and exploring ways of sustaining the change process for meaningful and effective pedagogical renewal.

AB - The Making the Links: Integrating Spelling, Vocabulary Development and Comprehension Project was designed around a year-long collaborative learning initiative aimed at helping learning area teachers (Years 7 to 9) incorporate the teaching of literacy into their disciplines. The purpose of the project was to lead instructional improvement and bring about change in the ways that literacy across the curriculum is perceived and taught in the middle years. Teachers from a range of learning areas were encouraged to participate and, as a result, a cross-section of disciplines was represented by teachers of English, Mathematics, Science, Society and Environment, Religious Education, Art/Design/Technology, Drama, and a Learning Resources Coordinator. The year-long program combined theory about spelling, vocabulary and comprehension development; demonstration of how to support spelling, vocabulary and comprehension across the curriculum; and opportunities to practise with students within their school context. The project approached professional learning as developmental, drawing on the work of Guskey, who suggests that “...change is primarily an experientially based learning process for teachers” (2002, p. 384). This resulted in a professional learning approach that identified a 6 step process whereby teacher participants were encouraged to engage in a sustained and substantial conversation over a considerable length of time (7-8 months). These steps included: collection and analysis of baseline and diagnostic data; identifying areas that required targeted support; challenging teacher assumptions in relation to literacy and literacy teaching across the learning areas; extending teacher knowledge around literacy and instructional literacy strategies linked to different learning areas; implementing structures to extend good literacy learning and practices, and exploring ways of sustaining the change process for meaningful and effective pedagogical renewal.

M3 - Other output

SN - 978-0-646-55186-9

BT - Making the Links

PB - University of Western Australa

ER -

Oakley G, Faulkner V, House H, Lopes E, Solosy A, Rohl EM. Making the Links: Integrating spelling, vocabulary knowledge and comprehension across the curriculum. University of Western Australa, 2011. 66 p.