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Prof Joseph Lo Bianco, Prof Lesley Farrell, Prof Lorraine Graham, Prof Debra Myhill, Prof John Hattie

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Prof Joseph Lo Bianco, Prof Lesley Farrell, Prof Lorraine Graham, Prof Debra Myhill, Prof John Hattie

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Take each question in turn.

For each question round robin answer the question.

Round robin again if you want to comment/ agree / disagree with someone and why.

Go around again with the option for further contributions

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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Similarities- developing a skill set and connecting them all towards the common end goal, imparting knowledge

Differences- different approaches: emphasis on various aspects: digital, multi-lingual, social application, huge umbrella which encompasses various skills, talking about social and cultural diversity

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Roohi; Deepika; Richa; Iewa and Amarpreet

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Roohi; Deepika; Richa; Iewa and Amarpreet

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Similarity: They all spoke about encoding and decoding, fluency, comprehension - are a part of literacy.
Differences: One expert mentioned - differentiation; another mentioned -multilingualism; another one mentioned - it is technology-driven.

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Crew 6 - Seema, Surbhi, Avantika, Rodsi, Saloni 

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Crew 6 - Seema, Surbhi, Avantika, Rodsi, Saloni 

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Encoding, decoding of text, use of images to interpret the text, awareness, fluency, comprehending and understanding the text and intervention is a cognitive skill. It is a social practice and is multi-linguistic.

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Group 6: Seema, Saloni, Avantika, Rodsi and Surbhi

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Group 6: Seema, Saloni, Avantika, Rodsi and Surbhi

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All the members of our group agreed with the views expressed by the Professors. They are at ease to know that literacy is all encompassing and understanding the language across the length and breadth of it makes learning more meaningful. Literacy being an important component of developing social skills and multilingualism with growing globalisation were some of the added views that will help us broaden our understanding about literacy.

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Group-7 (Ms.Rekha, Ms.Chandni, Ms. Annupama, Ms.Sonam, Ms.ArchanaVC

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Group-7 (Ms.Rekha, Ms.Chandni, Ms. Annupama, Ms.Sonam, Ms.ArchanaVC

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1. Prof Joseph L Bianco- Literacy a tool for empoweringlearners  and explore various skillsets around them.
Literacy is constantly Evovling and leadinf towards understanding the rationale.

2. Prof Farrell- de-coding and encoding the text, literacy: digital, book & images

3. Prof Graham- phonological awareness, phonics, vocabulary, fluency & comprehension

4. Proff Myhill- literacy: a social practice, literacy as intervention and  as a great tool for differentiation.

5. Prof Hattie- literacy: updating and becoming differentiated, changing with multi-lingualism. It involves the development of cognitive skills.

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Group 1 ( Mangavartha, Jyotsna, Shubha, Jasmine, Sonia)

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Group 1 ( Mangavartha, Jyotsna, Shubha, Jasmine, Sonia)

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Literacy should not be limited to Big 5 or just the skills of encoding or decoding skills. There are social contexts, background knowledge, multi-lingual needs, technology, and several other aspects influence a learner's understanding of any text or oral communication. An opportunity to think and have effective interactions, and integrate language with other areas is crucial for critical literacy.

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Group 3 - Priyanka, Radhika, Rubeeka, Harpreet, Swati

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Group 3 - Priyanka, Radhika, Rubeeka, Harpreet, Swati

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- Social practice shaped by interaction with world and text
- multi linguism transforming literacy
- differentiatied and complex aspect of literacy
- relating to real life experiences
- making connections
- migrations and relocations add diversity and richness to the text

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Incorporating real-life context.
opportunities in application to other contexts.
Providing rich quality texts.
Exposure to varied contexts.
Differential learning.
Discussing ideas.
Getting perspective on the table
Brainstorming ideas.
Interdisciplinary learning (integration)
The author's time and the place have affected his writing.

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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*Emphasis on social context and inter-disciplinary context
*Multi-lingual classroom as a resource *Literacy as a powerful tool and a basic part of human need to bring the necessary changes
*Literacy is not only about LSRW but also encompasses of various tools which consists of many big ideas
* Literacy empowers learners to contribute in the society and become a global citizen

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Group 2: Neha Batta, Neha Aggarwal, Prerna Sirohi, Niyati, Preeti

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Group 2: Neha Batta, Neha Aggarwal, Prerna Sirohi, Niyati, Preeti

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We found the concepts to be very similar as the experts all spoke about the social context of literacy, that decoding and encoding is an interactive practice with a variety of texts. Their ideas coincided in the sense that they spoke of connections between the text and self as well as text and world.

Not much was different in the core ideas except their interpretation of the definition which came from their own specific areas of work and background. So while one spoke about technology, another spoke about interventions and the third spoke of multilingualism.

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Roohi; Deepika; Richa; Iewa and Amarpreet

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Roohi; Deepika; Richa; Iewa and Amarpreet

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Most of these are a part of our classroom practices including-
--> Skills that are focused on are - encoding-decoding, fluency, comprehension, inference, phonics and phonological awareness
--> Technology is used as a tool to cater to different types of learners

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1. Expansion on setting- using settings to talk about the geographical location, history and place of the particular area.
2. Using other material like images and pictures to talk critically with the children and to show things like irony but through a picture.
3. Picture books can be used to help children connect better and to help them to relate to their experiences.

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Group 2 (Neha A, Neha B, Niyati, Preeti and Prerna)

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Group 2 (Neha A, Neha B, Niyati, Preeti and Prerna)

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- our initial understanding of literacy was to do with the ability to read m write and comprehend text. We now are able to see literacy in a more profound light of interactions not just within school but out in the world, making connection to self, another text and the world and becoming independent. It is to do with social, cultural , geographical and other aspects.

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Similarities:
- interaction
- honing new skills

Differences:
- It is multi lingual which leads to differences
- Diversity in a classroom which leads to literacy being complex & differentiated

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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The group had a detailed discussion and reflection on the strand---

'Literacy as a social practice'

Some of the highlights--
Empowering learners by having sessions that are designed as effective interactions
Power of protocols
Group discussions
Book clubs
Keeping the 'Sentence Starters' ready  in. the learning spaces

Look fors--
Class engagements
Study agency
Child centre class room

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Incorporating the following:
- Social interaction
- Relating the text to world, self, other texts
- Applying the skill in other contexts
- Interdisciplinary, not restrictive or confined
- Not constant, ever changing
- Impact on perspective, thoughts, ideas, social issues
- Incorporates critical thinking, problem solving, reflection - self

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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Technology playing a great role
Using the resources for differentiation as well as intervention
Skills that are focused on are - encoding-decoding, fluency, comprehension, inference, phonics and phonological awareness

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Crew 6- Seema, Saloni, Surbhi, Avantika and Rodsi 

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Crew 6- Seema, Saloni, Surbhi, Avantika and Rodsi 

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All the members of our group resonated with the fact that all these skills go hand in hand with classroom practices we follow. Be it is usage of images to understand the text in a strategy group or inference or predicting what is going to happen next are all strategies for learners to comprehend the text. It also involves personal development of a child as he/she is able to connect with multiple aspects of a story by using his background knowledge as well.

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Group 2 (Neha A, Neha B, Niyati, Preeti & Prerna)
Members would love to take up different genres in the literacy class, use more picture books, use real images that are thought provoking. They would also like to explore multilingualism for developing the social skills. The power of digital text should be utilized as well.

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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Group 4 (Nidha, Manisha, Anubha, Karishma, Ratna) 

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*Bringing audio and video tools, we are inculcating these skills and practices in the classroom
* Teachers as reflective practitioners
*Using the approach Near to Far- bringing the topics/activities into students' lives
* Building context in the classroom
* Addressing sensitive issues and concerns without targeting anyone to create a safe space in the classroom
*Using senses and visualization in the classroom to create life-like experiences in the classroom
*Phonological awareness in the classroom to engage learners actively

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Group 3 - Harpreet, Rubeeka, Priyanka, Swati, Radhika

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Group 3 - Harpreet, Rubeeka, Priyanka, Swati, Radhika

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- Take different texts that relates to personal interests, cultural background, interaction of world to text and so on.
-  Become conscious about our own teaching and learning practices.
- Using illustrations to enhance learning.

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Room 5: Amarpreet, Roohi, Richa, Deepika, Iewa 

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Room 5: Amarpreet, Roohi, Richa, Deepika, Iewa 

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Unchanged/we all agree that literacy is about how we empower learners through listening, speaking and further as they read the text and respond to the text; literacy is about coding and decoding the text, catering to fluency and comprehension; sensing world through literacy (social and cultural connects) ( our points reiterated through the views of the experts); literacy to be driven through a differential process.

Changed: more than meaning making, it is also about the various factors that impact literacy (such as multilingualism, technology, it is a "complex relationship")

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Group 6: Seema, Saloni, Avantika, Rodsi and Surbhi

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Group 6: Seema, Saloni, Avantika, Rodsi and Surbhi

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We all reflected about the various views expressed and following are the questions and options discussed with respect to Literary Practices.
1) Choosing the age specific level of text for students and using the strategy of 'teaching up' in order to cater to the varied levels in the class. This will cater to most of the levels in a classroom as it is easier to simplify a plan instead of scaling it up for challenging the students.
2) Strategies for refining/redrafting the work and use ways like Peer feedback or tools for giving feedback (by the teachers and by peers)
3) Using Vocabulary building skill to integrate grammar concepts like Antonyms, Synonyms and usage of dictionary is one example of doing literacy with multifaceted goals.
4) A dilemma about catering to learners with Higher Order thinking skills can be catered by asking different kinds of questions and using same set of resources for catering to varied needs.

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Group 1 ( Shubha, Mangavartha, Sonia, Jyotsna, Jasmine)

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Group 1 ( Shubha, Mangavartha, Sonia, Jyotsna, Jasmine)

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Most of the tools of Big 5 and decoding the text are included in our classroom practices.
We try to check and build the background knowledge of learners before a lesson.
There is collaborative discussion and peer learning opportunities in the classroom for learners to share their ideas.

We can explore the use of images more as they can have a deep impact on children. Social contexts can also be kept in mind while building skills.

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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Group-7 ( Ms.Rekha, Ms.Sonam, Ms.Annupama, Ms.Chandni, Ms.Archana VC)

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The group shared --
Reading journals
Reflect on idea on inferering the text
Accepting to different/out of box thinking
Create  more opportunities like the framework to start the discussion (Sentence starter mini-anchors on the desk)
Becoming awarness /reflecting on own teaching practices
Challenging text for our learners

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Room 5: Roohi, Amarpreet, Deepika, Richa, Iewa 

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Room 5: Roohi, Amarpreet, Deepika, Richa, Iewa 

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1. Differentiating: to identify different levels of learners and then cater to their needs
2. Texts that are culturally relevant for learners to make connections, while keeping the age-group/grade level in mind. 3. Progressing and exposing them to a variety of through different audio-visual aids, making it challenging as they go along

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Group 4 (Ratna, Nidha, Anubha, Karishma, Manisha) 

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Group 4 (Ratna, Nidha, Anubha, Karishma, Manisha) 

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*Re-think before choosing the text for learners to captivate a better understanding of their learnings
*Drawing inspirations from picture books for higher grades to cultivate an entirety
*exposing learners to different genres
*target the skillset before shortlisting the text