Literacy
At St Patrick’s, Literacy is seen as a priority and 2 hours of each teaching day is devoted to “the Literacy Block”.
During this two hour period, the three English dimensions ofreading, writing and speaking and listening are taught explicitly.During the Literacy block children are grouped according to specific learning needs. They are engaged in teacher directed learning groups or in independent learning activities.
All students are assessed at the beginning and end of the year to determine their starting points for learning.
During this two hour period, the three English dimensions ofreading, writing and speaking and listening are taught explicitly.During the Literacy block children are grouped according to specific learning needs. They are engaged in teacher directed learning groups or in independent learning activities.
All students are assessed at the beginning and end of the year to determine their starting points for learning.
Literacy at St Patrick’s encompasses three dimensions of the English curriculum– reading, writing and speaking and listening. The focus of each area (dimension) is outlined below:
Reading – This includes students understanding, interpreting, reflecting upon and enjoying written and visual print and non-pint texts. It involves reading and viewing a wide range of text types such as, novels, short stories, poetry and plays as well as popular fiction and non fiction works. It also involves developing knowledge about a range of strategies that can be used for reading.
Writing – This involves students in the active process of planning, composing, editing and publishing a range of written texts for print, electronic media and performance. Students learn to use appropriate language for particular purposes or occasions, to express ideas, issues, arguments, events and emotions. Students develop their knowledge about strategies for writing, spelling and the conventions of Australian English.
All classes use THRaSS, which is an explicit program designed to teach children the different letter combinations that can be used to make sounds, in order to assist them with spelling. This program teaches students the 44 phonemes (sounds) in the English language and the most common spelling choices (graphemes) that relate to these sounds.
Speaking and Listening – This refers to the various formal and informal ways oral language is used to communicate. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and the understanding of different spoken texts including everyday communication, group discussion, formal presentations and speeches, storytelling and negotiating.
Reading – This includes students understanding, interpreting, reflecting upon and enjoying written and visual print and non-pint texts. It involves reading and viewing a wide range of text types such as, novels, short stories, poetry and plays as well as popular fiction and non fiction works. It also involves developing knowledge about a range of strategies that can be used for reading.
Writing – This involves students in the active process of planning, composing, editing and publishing a range of written texts for print, electronic media and performance. Students learn to use appropriate language for particular purposes or occasions, to express ideas, issues, arguments, events and emotions. Students develop their knowledge about strategies for writing, spelling and the conventions of Australian English.
All classes use THRaSS, which is an explicit program designed to teach children the different letter combinations that can be used to make sounds, in order to assist them with spelling. This program teaches students the 44 phonemes (sounds) in the English language and the most common spelling choices (graphemes) that relate to these sounds.
Speaking and Listening – This refers to the various formal and informal ways oral language is used to communicate. It involves the development and demonstration of knowledge about the appropriate oral language for particular audiences and occasions, including body language and voice. It also involves the development of active-listening strategies and the understanding of different spoken texts including everyday communication, group discussion, formal presentations and speeches, storytelling and negotiating.
READING RECOVERY
Reading Recovery is a literacy program that aims to assist children in Year 1 who are experiencing difficulty with reading and writing. It is offered to students, who after one year of schooling, have not developed satisfactory early literacy skills. The program involves a daily 30-minute lesson, with one to one instruction delivered by a specialist teacher. The lessons are structured and geared to each individual, based on analyses from a wide range of testing.
SELL (Supporting Early Literacy Learners)
This literacy program supports students in Years 2-6 who require extra assistance in their literacy skills. The students work in small groups ( 3 - 5 students) with a teacher who gives explicit literacy instruction that builds on their classroom literacy program.
Reading Recovery is a literacy program that aims to assist children in Year 1 who are experiencing difficulty with reading and writing. It is offered to students, who after one year of schooling, have not developed satisfactory early literacy skills. The program involves a daily 30-minute lesson, with one to one instruction delivered by a specialist teacher. The lessons are structured and geared to each individual, based on analyses from a wide range of testing.
SELL (Supporting Early Literacy Learners)
This literacy program supports students in Years 2-6 who require extra assistance in their literacy skills. The students work in small groups ( 3 - 5 students) with a teacher who gives explicit literacy instruction that builds on their classroom literacy program.
