Fisk Street Primary School

Fisk Street Primary School

Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies the English strands as: The Australian Curriculum: English support students' growing understanding and use of Standard Australian English (English). The three strands focus on developing students knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are: Language: knowing about the English language Literature: understanding, appreciating, responding to, analysing and creating literature Literacy: expanding the repertoire of English usage

Integrated throughout the English Curriculum

What elements are involved what am I expected to teach?

Warm Up Reading/Spelling Combined Cars and Stars Direct Instruction Lesson Shared Reading Explicit Instruction Lesson Guided Reading (through Reading Groups) Explicit Instruction lesson with practice of skill Individual Reading 1:1 with anecdotal running records assessment of skills covered in SR/C&S/GR Modelled Reading Reading for pleasure Buddy Reading Practice reading to a friend Sight Words building automaticity of sight words Home Reading taking books home to practice with Focus Text whole class book of study

Diagnostic & Formative Assessments Waddington Reading Paper NAPLAN Reading Test Paper PM Running Records PAT-R SPA Concepts about Print score sheet Phonological Awareness Screening Tool Cars Score Anecdotal running records Anecdotal notes Shared/Guided Reading checklist Warm Up Automaticity checklist Cars Test results Summative Assessments PM Reading Level Waddington Chronological Reading Score NAPLAN Reading Score/Band PAT-R Stanine

We use Cars and Stars as a direct instruction program which supports and enhances comprehension development. Cars are used to assess what skills students need to develop Stars are used to practice the skills students need to develop

Using big books, IWB texts teachers plan for explicit instruction to reinforce literacy skills that are highlighted as areas for development under Learning to Read or Reading to Learn. Teachers use their anecdotal running records collected weekly to inform their shared reading and guided reading program. Shared reading will incorporate a range of stories and will include the text type being studied in writing lessons. These sessions allow modelling and sharing of reading strategies for students to take home to demonstrate.

Teachers collect PM running records every 5 weeks and arrage students into groups based on their instructional level. Reading groups consist of guided reading methods where a book is introduced to students, a book orientation occurs, the teacher will point out the 5-10% of words that students may have difficulty with. They will demonstrate the strategy that they would like students to practice. Students then read the book out loud, demonstrating the strategy. The teacher hears each student read and watches and checks that they are able to use the skill accurately. Word work happens at the end of this session related to the book. This may be a range of activities that support students to develop their literacy skills.

Teachers are expected to develop a roster system for listening to each child read 1:1 every week. Teachers are expected to take anecdotal running records and to analyse these listing the skills that need to be developed and inserting these skills into Guided reading and Shared reading experiences.

Teachers are expected to read to students everyday with expression and interest pointing out the interesting things The purpose of modelled reading is to share a love of reading with students that they can instil in their own children. Watch the video to see how effective modelled reading can be!!

Also known as paired reading where one student listens to the other student read and writes down three questions to ask them at the end of their reading. Later they swap roles.

We use the M100 800 word list (Haileybury list) M100 Reception M200 Year 1 M300 Year 2 M400 Year 2 M500 Year 3 M600 Year 3 M700 Year 4 M800 Year 4

Students are expected to take home a book every night to practice reading to a parent, sibling, pet or toy. Students will read a book at a level where they will experience success, this is not the instructional level. Students will also take home the M100 word list that they need to read and consolidate for the week.

A new strategy in teaching students to read and appreciate reading, studying a focus text incorporates all other areas of literacy. Students will focus on one text throughout the whole term. Teachers may link the grammar focus, spelling focus, writing focus or other foci to this book. Each term the book will change. Students are to mark the books, place sticky notes in them, write in the margins and take them home at the end of the term. Term 1 Term 2 Term 3 Term 4

Learning to Read Concepts About Print Front/Back/Title/Begin Print/Pictures Direction of Print Page sequence Letter/Word Return sweep 1:1 correspondence Punctuation Assessment Phonics Phonemes Graphemes Digraphs/Trigraphs/Quadgraphs Blends Morphographs Origin/Root Words Phonological Awareness Tracking Blending Segmenting Onset & Rime Rhyme Syllabification Manipulating (deleting, adding, substituting) Reading to Learn Comprehension Finding the main idea Recalling facts and details Understanding sequence Recognising cause and effect Making predictions Finding word meaning in context (Building Vocabulary Knowldege) Drawing conclusions & making inferences Comparing and contrasting Distinguishing fact from opinion Identifying the author s purpose Interpreting figurative language Reading pictures Distinguishing real from make-believe Summarising Activating prior knowledge Making connections Questioning Scanning Self-monitoring Skimming Synthesising Visualising Fluency Recorded reading Paired reading Choral reading Echo reading

How to test students understanding of concepts about print.

Assessment Score Sheet and Book

What? Phoneme the individual sounds in words (44) Grapheme one written sound (26 - letters) Digraph two letters making one sound Trigraph three letters making one sound Quadgraph four letters making one sound Blend two or more letters that come together but keep their own sound Dipthong two vowels formed in a single syllable commonly ai, aw, oy Morphograph smaller parts of words with meaning

Tracking Blending Segmenting What Onset & Rime Rhyme Syllabification Manipulating (deleting, adding, substituting)

Whole School Agreements

Warm Up Reading/Spelling Combined Spelling Mastery direct instruction program Phonics Focus words explicit instruction in (phonics, graphemes, phonemes, digraphs, trigraphs, quadgraphs, blends, homonyms, morphographs, compound words, word/root origins etc) Revision words phonics focus list/m100-800 words from a different week of instruction M100-800 words use of the script to practice the skills learned in spelling mastery and phonics focus lessons to the set of sight words learned for the week.

Diagnostic & Formative Assessments Waddington Spelling test Weekly Spelling Scores NAPLAN Spelling Test results Summative Assessments Waddington Spelling Score/Age NAPLAN Spelling Score/Band

In 2012 we made whole school agreements on a process, format and activities to use to teach spelling. Teachers are to familiarise themselves with this format and agreement and teach spelling based on the day to day format. In 2013 the first term of spelling has been done for teachers. Teachers are to use the same format to produce their spelling slides for the remainder of the year. It is at the teachers discretion in joint level classes as to whether they use the first or second year level s words. It is not the words that matter but the skills developed in knowing the rule, what is working in the word and the understanding of meaning. Under no circumstances do we use Spelling Contracts.

Day 1 Introduce the sound focus (linked with handwriting lessons) Introduce the rule Introduce the words (with pictures) Introduce the meanings (oral) Students write words in books (sentences for homework or in class if time permits) Day 2 Revise the sound focus & rule Read through the words Revise meanings Explicit teach what is working in the word (sounds, syllables) Students spell words out loud Students write what is working in the word in their books (dot for graph, underline for digraph etc) Day 3 Revise sound focus & rule Read through words Revise meanings Revise what is working in the word (dot for graph, underline for digraph etc) Spell words out loud Oral sentences using words Meanings match up together as a class Day 4 Test words (no revision) in Friday books Test meanings match up/write up in Friday books Assess work with a score for spelling and score for meaning in Assessment folder

Follow up activities include: Daily use of flashcards (essential) Cloze activities (used in handwriting) Matching meaning to words Dictionary Meaning Sorting words into word families Writing words into sentences Filling in missing letters within a word

What we teach

Writing Warm Up Writing Genre focus Writing Explicit Lesson Writing is focused on developing students writing process skills. Modeling of the writing process is extremely important with aspects such as planning, writing conventions of punctuation, grammar, revising and proof reading being explicitly demonstrated. Extension of all the children s personal writing skills take place within the independent writing time of the literacy block where individual and small group conferencing as well as explicit class lessons can take place. Each student should publish a minimum of two pieces of writing per term from each of the genres covered.

Diagnostic & Formative Assessments Portfolio Samples EALD Writing Samples pre/post teaching NAPLAN Writing Test results Summative Assessments EALD Level Score NAPLAN Writing Score/Band

What goes into a writing warm up? Sentence structure activities Vocabulary building activities Punctuation revision Grammar revision Picture prompt with practice writing time

Persuasive Discussion Exposition Informative Factual recount Procedure Information Report Explanation Response (also known as Transaction or Review) Imaginative Story recount Narrative Poetry

Introduce (teach so that students know about the genre through reading lessons) Expose reading samples, showing text structure, highlighting language features, talking about author intent Model model how to plan and write a sample, build vocabulary, model language associated with the genre (knowing the parts Joint construction make one together Expectation students can name parts of text structure, can recall language features, can recall author intent Teach (teach so that students can independently produce the genre) Explicit instruction reading samples, demonstrate text structure, explaining language features, explaining author intent, teach sentence structure. Model model each part of the text structure, model how to write each part of the text structure, model different applications of language features, build vocabulary, model sentence structure Joint constructing Individual construction Expectation teaching with the intent that students will demonstrate what has been explicitly taught. Maintain (teach so that students can independently produce & master the genre) Review reading samples, review text structure, consolidate language features and intent Joint constructing - Individual construction independently construct Expectation students master the skills associated with the genre and appropriately edit their work

R 1 2 3 4 5 6 7 Persuasive Discussion Exposition Introduce Exposition Teach Exposition Teach Exposition Teach Exposition Teach Discussion Teach Discussion Teach Discussion Introduce Discussion Informative Factual recount Procedure Information Report Explanation Response (also known as Transaction or Review) Teach Recount Teach factual recount Teach Procedure Maintain recount Maintain Procedure Introduce report Teach procedure Teach report Introduce Response Maintain procedure Maintain report Teach Response Maintain procedure Maintain report Teach response Maintain procedure Maintain report Maintain response Maintain procedure Maintain report Teach Literary analyses Introduce explanation Teach explanation Transformation of text Imaginative Story recount Narrative Poetry Introduce Poetry Teach recount Teach poetry Maintain recount Teach poetry Introduce narrative Teach poetry Teach narrative Teach poetry Teach narrative Maintain narrative Maintain narrative Maintain narrative

Classes Term 1 Term 2 Term 3 Term 4 Junior Primary R Introduce Exposition Teach Story Recount Introduce Poetry Teach Procedure Teach recount Junior Primary 1/2 Introduce Exposition Introduce narrative Introduce report Teach Poetry Teach Procedure Teach recount Teach exposition Middle Primary 2/3 Teach Exposition Teach Exposition Teach narrative Teach report Middle Primary 4/5 Teach Exposition Teach Discussion Teach narrative Teach report Upper Primary 6/7 Teach Exposition Teach Discussion Teach narrative Teach report Teach poetry Teach procedure Teach poetry Teach procedure Introduce explanation Teach procedure Teach explanation Introduce Response Introduce Discussion Teach Response Teach Discussion Teach Response Teach Discussion

Aim: Goal/Target: I do (introduce/demonstrate) We do (practice) You do (apply) Plough back (revise, revisit, recap)

What to teach and how to teach it

Writing Warm Up revision of grammar and punctuation concepts taught Explicit lesson on grammar and punctuation usage Everyday Edits practice

Diagnostic & Formative Assessments Everyday Edits scores & analysis NAPLAN Grammar & Punctuation Test results Summative Assessments EALD Level Score NAPLAN Grammar & Punctuation Score/Band

What to teach and how to teach it

Explicit focus lesson explicit teaching of formation Handwriting books - Practice Phonics Focus words Practice Intervention Alphabet 8s Tracking & sensory activities

Diagnostic & Formative Assessments Portfolio Samples EALD Writing Samples pre/post teaching Summative Assessments EALD Samples