This program targets Reception students who have not developed their phonological skills to an appropriate level.
Students receive practice on the skills that need developing. They are reassessed at the end of the term to determine improvement. The program is staffed by SSOs working under the supervision of the Assistant Principal - Students at Risk.
This program targets students in Year 1 and 2 who are well below reading benchmark. Students are grouped according to need and work with an SSO on reading and comprehension strategies. SSOs conducting this program receive ongoing professional learning and work under the supervision of the Assistant Principal - Students at Risk.
GENERAL INTERVENTION PROGRAM
Students identified as being at risk due to not reaching English benchmarks, EALD (English as an Additional Language or Dialect) and Aboriginal students, receive an allocation of time for intervention. Teachers develop an Individual Learning Plan, which informs the SSO working with the students of the program that the child needs to undertake.
Each class has reading for 30 minutes on at least four mornings a week.
In R-2 classes the students independently read a range of texts, including digital, whilst the teacher takes groups/individuals for explicit teaching in reading and comprehension strategies.
Year 3-7 classes use the R5 Model where they Read and Relax, reflect and Respond and Rap. This model develops students ability to be metacognitive about their reading to identify the strategies they are using, why they are using them and how they support them to be more proficient readers.
Oral Language is conducted in a range of formal and informal settings. There are four teaching foci
- Expressing Ideas/Thoughts and Opinions
- Listening and Responding
- Questioning / Challenging
- Justifying and Opinion Clarifying
Students are also taught skills to actively listen.
In Reception, students spend 20 minutes each day for the first two terms on phonological awareness activities when they learn to identify and manipulate sounds (phonemes) in words. This includes identifying single sounds in words, and being able to blend sounds together.
Phonological awareness activities occur in other year levels both formally and informally as the need arises.
Classroom spelling programs support students to develop the ability to sequence sounds (phonemes) in words and make the correct spelling choice (grapheme) to spell the word accurately. The students are taught to use visual, auditory, morphemic (adding beginnings and endings, identifying base word) and etymological knowledge (origins of words) to spell words.
A range of strategies are used for students to develop their vocabulary through listening, reading, spelling and writing.
Students are taught to develop fluency in their reading through a range of strategies including sight words, reader's theatre, re reading familiar texts, choral reading and activities that support them to read words and letters quickly and accurately.
Students are explicitly taught to use the comprehension strategies - predicting, monitoring, making connections, questioning, visualising, inferring, summarising and synthesising so that they are able to be more effective readers who can identify what makes them a successful reader rather than just a decoder.
Students are taught to use these strategies before, during and after reading.
A range of reading structures are used in our classrooms to cater for students of a range of abilities.
Group Reading - for early readers who work with a teacher in a small group on the explicit teaching of reading strategies and comprehension strategies.
Guided Reading - when students work with a teacher in a small group with a particular focus. Time is taken to introduce the book to the students, through discussing concepts and vocabulary. After individual reading, discussion takes place around the reading strategies.
Reciprocal Reading - a group structure for independent readers where students predict, read, clarify, summarise and question.
Literature Circles - a structure where independent readers read the same text, from a different perspective and come together to share their thinking.
Our School has a Genre Map where at each year level the grammar and structure that needs to be taught for that level is described.
Students are taught using a Teaching and Learning Cycle with new learning where:
- The context is set and the new learning modelled.
- As a group it is deconstructed. (pulled apart)
- It is jointly constructed.
- Individuals then construct their own.
A range of parent information sessions are held to develop parent knowledge around our Literacy Programs.
Parents are encouraged to approach their child's teacher about support they can provide in the classroom. A current Criminal History Clearance and DECD Responding to Abuse and Neglect Certificate is required by volunteers. This can be arranged with Sue in the front office.