Literacy Organisation 2014

Reading:

1P

RS1.5 Reads a wide range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. RS1.6 Draws on an increasing range of skills & strategies when reading & comprehending texts. RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. Shared Reading t least twice a week students participate in shared reading of a big book, with a different focus at each reading !"g. #rammar, se$uencing, punctuation%. &'aking (onnections) is used weekly in the classroom as part of the shared reading and comprehension program. It also in*ol*es shared reading and explicitly teaches+ Identifying detail ,e$uencing 'ain idea (ompare and contrast -act and opinion Guided reading ,tudents are grouped according to reading ability, initially based on their .ench/ mark le*el from 0indergarten and their reading ability during the first weeks in 1ear 2ne. #roups remain fluid with student mo*e between groups depending on their reading de*elopment. Reading groups are run three mornings a week. "ach group reads with the teacher at least twice each week. 3hree parent helpers also assisted with these groups each day. During this time students will also complete other literacy acti*ities including+ ,pelling acti*ity 4 "g. ,pelling games associated with the words for the week, blend games, word building, rhyming games (omprehension acti*ity associated with le*elled guided reader #rammar acti*ity 4 "g. #rammar hunt 5igh order thinking acti*ities 4 "g. 6rite a letter to the author, change the ending of the story, character analysis, book re*iew. ode!!ed reading Reading is modelled e*ery day in the classroom through the use of $uality picture books. 3he focus of modelled reading is to emphasis the skills to read and interpret texts as well as explore *isual literacy in both fiction and information texts. Daily reading of a picture book also supports talking and listening outcomes. "o#e reading 3he home reading program strongly supports the classroom literacy program. Readers are allocated on 'ondays and -ridays. ,tudents are expected to read aloud to an adult each night. 7arents are re$uired to sign their child)s reading record on completion of readers. $o#%rehension &(atching on to (omprehension) textbook is used for de*eloping students) comprehension skills including using picture clues and context clues to gain meaning to a text as well as inferred meaning. Refer to year outline.

Gra##ar #rammar is taught during shared reading, guided reading, comprehension and associated acti*ities. ,tudents are also explicitly taught grammar features of the text type being focused on for the term. 3extbook used is #rammar Rules. !see o*er*iew% &isua! Literacy Using a $uality picture books and information books, students are explicitly taught how to interpret *isual images using the metalanguage of *isual literacy so that they may+ #ain further meaning from a text ssist with students) understanding and comprehension 7ro*ide a framework for writing ssist students to see how facts are connected Determine the intended purpose and audience "*aluate the form, structure and features of a text Interpret the persuasi*e intent of a text 3he metalanguage of *isual literacy includes+ Representational features / &6hat is happening8) (ompositonal features / &5ow is the image composed8) Interacti*e features / #a9e and camera shot Discussion of *isual meaning in a text strongly encourages and supports talking and listening syllabus outcomes. 3erm 2ne+ uthor -ocus 4 nthony .rowne 1ou and 'e #orilla 7iggybook :ittle .eauty ;oo Into the -orest 3he 3unnel <oices in the 7ark 3erm 3wo+ uthor -ocus 4 raan .abley ,unday (hutney 7earl .arley and (harlie 7arsley ,tanley 7aste nnabel ,poon

Sight 'ords s part of a 0/= incenti*e to raise reading and comprehension le*els, sight word recognition in reading and students) ability to use these sight words in their own writing, is a major push in 3erm 2ne. "ach week, students are exposed to a different group of sight words through flash cards, games and reading. ll sight words are then displayed in the classroom for students to use as future reference in their reading and writing. Refer to attached list for sight words.

(a!)ing and Listening: (S1.1 (ommunicates with an increasing range of people for a *ariety of purposes on both familiar and introduced topics in spontaneous and structured classroom acti*ities. (S1.2 Interacts in more extended ways with less teacher inter*ention and makes increasingly confident oral presentations and generally listens attenti*ely. (S1.* Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations. (S1.4 Recognises that different types of predictable spoken texts ha*e different organisational patterns and features. 3alking and :istening is embedded into all 0: s. ,tudents are encouraged to share their opinion in class discussions by speaking confidently and clearly. 3alking and listening skills are also targeted during reading and discussion of $uality picture books. 3hink>7air>,hare allows for reporting back to the class and also an indicator of good listening skills. ?ews time is allocated to one session per week. ?ews topics are linked to 0: s being co*ered in class or related to a school>community e*ent. ,tudents are assigned a news group for the term. ,tudents then report their news to their group. "ach week one student in each group is assigned as the &reporter) and gi*en a set topic to report back to the class group about the news from their group. 3he focus of news is for students to ha*e the opportunity to practice speaking in front of an audience, while staying on track, maintaining eye contact, speaking clearly and concisely. -or the audience, the focus is to de*elop student)s listening skills !body language and eye contact% and to ask appropriate $uestions or contribute an appropriate comment. 'riting: Re+er to 2014 ,ng!ish -nit o+ 'or) 'S1.. 7lans, re*iews and produces a small range of simple literacy and factual texts for a *ariety of purposes on familiar topics for known readers. 'S1.10 7roduces texts using the basic grammatical features and punctuation con*entions of the text type. /nde%endent 'riting "ach 'onday students write a recount in their journal. ,tudents are encouraged to ha*e/a/go at unfamiliar words or use their personal dictionary !'y .ook of 6ords%. ,tudents need to find the page in their dictionary with the beginning sound of the word they wish to write and then the teacher writes the word in. 3hese words are also used at extension words in the students spelling homework. 2n completion students are encouraged to re/read their work to check for punctuation. ,tudent / 3eacher conferencing allows students to read their writing to the teacher and the teacher corrects. 3ime permitting students may read their writing to the class or publish their work on the computer. ,tudent writing samples from the beginning and end of each term are used to e*aluate progress. Independent writing is also co*ered twice a week focusing on the text type for the term. Refer to "nglish Unit of 6ok.

ode!!ed and Guided 'riting "ach week students ha*e a lesson on the text type being co*ered for that term !refer to =@A@ 2*er*iew%. 3ext types are usually linked to other 0: s. ,tudents will learn about the structure, grammar and punctuation associated with a particular text type. "and0riting 'S1.12 7roduces texts using letters of consistent si9e and slope in ?,6 -oundation ,tyle and using computer technology. 5andwriting is taught as a formal lesson weekly. "ach week a different letter is focused on. ll handwriting is in ?,6 -oundation style. ,tage 2ne is working towards+ Using correct pencil grip and maintaining correct body position ttempting to write in straight lines, left to right Using correct spacing Using uniform si9e and shape Using computer software to create written work. Year One use Bmm lined exercise book to complete+ / line of lower case letters / line of capital letters / set sentence 4 see next page / line of letter patterns 3erm 2ne 6eek = C D E F G B H @A 3erm 3wo 6eek = C D E F G B H :etter Kk Ww U Y! Oo "# $a %& :etter Ll Tt Ii Jj Ff Xx Zz Vv Revision

@A S%e!!ing

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'S1.11 Uses knowledge of sight words and letter/sound correspondences and a *ariety of strategies to spell familiar words. ,pelling is organised in conjunction with the students) spelling textbook 4 ,pelling Rules. "ach week a phonic pattern is focused on, along with a small number of high fre$uency words and interest words from other 0: s. ,pelling acti*ities are co*ered as a whole class each day and are supported by acti*ities in the textbook. 3he homework program uses the :ook>co*er>write>check. ,tudents are expected to practice their words each night at home. ,tudents are tested on the spelling words each -riday morning. ,tudents use a personal dictionary 4 'y .ook of 6ords. 3hey are encouraged to use this during journal and writing tasks. If students are unable to find the word they need in their dictionary they are then encouraged to find the correct letter>beginning sound>page and then in conference with the teacher, write in the unknown word. ,pellingcity.com, 7honics li*e, and 3 :", websites also support the spelling program for all learning abilities. 3he interacti*e whiteboard is also used as a teaching tool where appropriate in all learning areas. Year One Term 1
Indicators 1 6rites c*c words that contain known letter sound r>ships. 1 Isolates and writes the initial, middle, and end sound of a word. 1 .uilds new words by exchanging one letter in a word with a different word. 1 .uilds word families. 1 Draws on knowledge of sight words and high fre$uency words when writing a text Phonics .eginning sounds ,hort a,i,e,o,u ee, ll, st, sl, th, long a Word skills 6ord families Rhyming .lending sounds 6ord search Using clues to identify words

Term 2
Indicators I ,egments words into indi*idual sounds and forms letters that relate to the sound. I 6rites words using blends, letter combinations and long *owel sounds. I .uilds word families. I Draws on knowledge of sight words and high fre$uency words when writing a text I 6rites letters for some double *owel sounds Phonics :ong i, o ch, sp, sn, sk, fl, pl, cl, oo, ss, nd, Word skills 6ord families Rhyming .lending sounds 6ord search Using clues to identify words

Term 3
Indicators I 6rites words using blends, letter combinations and long *owel sounds. I .uilds word families. I Draws on knowledge of sight words and high fre$uency words when writing a text I 6rites letters for some double consonant sounds

Term 4
Indicators I6rites words using blends, letter combinations and long *owel sounds. I .uilds word families. I Draws on knowledge of sight words and high fre$uency words when writing a text I 6rites letters for some double *owel sounds I 6rites letters for some double consonant sounds Phonics ir, or, old, ai, wh

Phonics nt, ou, tr, cr, dr, gr, br, fr, ow, ang, ing, ung, ng, nk, ea, ar, ay, oy Word skills 6ord families Rhyming .lending sounds 6ord search Using clues to identify words

Word skills 6ord families Rhyming .lending sounds 5omophones (ontractions lphabetical order

,yllable clapping

,yllable clapping ntonyms (ompound words

ntonyms ,ynonyms

2pposites

Re%orting and 2ssessing "*aluation and assessment of the progress of students is formulated by+ 2bser*ation and anecdotal records Informal class tests>$ui9 !"g. 6eekly spelling test% Independent consolidation acti*ities at the end of a topic 2ngoing assessment tasks at the end of each topic Running records of students reading are taken at the end of each semester. (ollection of student work samples throughout each semester to monitor progress. "*aluation and assessment records assist with reporting to parents at mid/year reports and end of year reports. ,tudent results for "nglish and 'aths are uploaded on to 7: ? at the end of each semester.