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

• PM Reading Level

• Waddington

Chronological

Reading Score

• NAPLAN Reading

Score/Band

• PAT-R Stanine

Summative Assessments

• 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

• 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

What?

• Tracking

• Blending

• Segmenting

• Onset & Rime

• Rhyme

• Syllabification

• Manipulating (deleting,

adding, substituting)

What…

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

• Waddington

Spelling

Score/Age

• NAPLAN Spelling

Score/Band

Summative Assessments

• 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

• EALD Level Score

• NAPLAN Writing

Score/Band

Summative Assessments

• 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

Introduce

Discussion

Teach

Discussion

Teach

Discussion

Teach

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

Introduce

explanation

Maintain

procedure

Maintain

report

Maintain

response

Teach

explanation

Maintain

procedure

Maintain

report

Teach Literary

analyses

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

Teach poetry

Teach procedure

Introduce Response

Introduce Discussion

Middle Primary 4/5 Teach Exposition

Teach Discussion

Teach narrative

Teach report

Teach poetry

Teach procedure

Introduce explanation

Teach Response

Teach Discussion

Upper Primary 6/7 Teach Exposition

Teach Discussion

Teach narrative

Teach report

Teach procedure

Teach explanation

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

• EALD Level Score

• NAPLAN

Grammar &

Punctuation

Score/Band

Summative Assessments

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

• EALD Samples

Summative Assessments