The Prep - 4 grades begin the day with a 2 hour structured literacy session which includes reading, writing, and speaking and listening activities designed to develop enjoyment, confidence and understanding of written and spoken English. 

The literacy session starts with the whole class group involved in activities such as big book reading, singing, rhymes, special news or the reading of wall stories. As the children develop experience with written language, the teacher will then use these texts to look at particular aspects of reading and writing. This will range from finding particular letters and listening for rhyming sounds to awareness of strategies to help work out unknown words, writing for different purposes, looking at word structure, common letter combinations and common writing conventions. 

This whole class session is then followed by small group work which, in the early stages of literacy, involves the children in activities such as matching letters, making words, listening to stories on tape, puzzles, drawing and writing. Teachers work within these small groups on individual learning needs. As the children develop their skills, the teacher will adopt a guided reading/writing approach to gradually introduce new reading, writing or speaking challenges, to help the children extend their current skills and develop greater confidence in themselves. The group membership changes on a regular basis according to the particular needs of the children.

In Years 3 - 6 the difficulty level and expectations are increased in the small group approach to reading and writing.  Children are taught the skills that will enable them to take more responsibility for their own learning.  Guided Reading/Reciprocal Teaching becomes the most effective form of instruction for most children.  In this approach children are taught to take on the responsibility for questioning and prompting during small group reading sessions that in lower grades was the responsibility of the teacher.

Increased independence is also evident in Years 3 - 6 with the move from Literacy Learning Centres (as used in Prep to 2) to Literacy Learning Tasks.  During the course of a week children are expected to complete: Priority Learning Tasks, Teacher Selected Learning Tasks and Student Selected Learning Tasks.

Spelling is an integral part of the literacy program and is usually taught in context.  Children will also have personal word lists that are developed from units of work, commonly used words and words identified from students' own writing. Spelling is practised using 'Look, Say, Cover, Write, Check' and various word activities.  Students are encouraged to try to correct spelling by using 'Have A Go' cards, word banks, dictionaries etc.

Take-home reading / Shared reading at home
Reading at home with parents is an essential part of our program. It gives children the opportunity to share books with you at home and to take pride in their developing reading ability. 

The children select books from designated boxes within the range of their reading level. It is important for them to take time at home to enjoy familiar stories or books on favourite topics that interest them as well as challenging books designed to extend their reading skills.  If your child does bring home a challenging book please support your child by reading to or with them.

It is not necessary to return the Take-home/ Shared book the next day. For Prep children especially, reading the book for a few nights in a row builds confidence and familiarity and helps with the development of fluency and expression. Longer 'chapter books' need to be spread over several nights. Talking about the book with your child will help develop their comprehension of storyline, character or the factual material presented.

Please remember that for early readers, working out the meaning of the text is hard work.  A ten minute reading session can be quite tiring. As children become more at e

Elements of the Language Program:-

Speaking and Listening

Students will participate in activities that develop skills in speaking and listening. 

• Sharing ideas, opinions and experiences
  
• Presentation of reports and work
  
• Drama activities
  
• Active listening

Reading

• Listening to and reading a wide range of texts, both fiction and non-fiction
  
• Involvement in book conferences where literature will be discussed and opinions given
  
• Finding information from books and other sources such as computer programs and the Internet
  
• Independently completing activities after reading
  
• Involvement in Guided Reading sessions to consolidate reading strategies, introduce new types of texts etc.

Writing

All students will be encouraged to write a range of texts - stories, reports, poetry, plays, letters, opinions etc.
Students will learn writing conventions through their own writing and involvement in small group activities 

• Grammar and punctuation
  
• Appropriate language for different types of text
  
• Proof reading, editing and re-writing
  
• Publishing work

Spelling

Spelling is an integral part of the program. Personal word lists are developed from units of work, commonly used words and words identified from students' own writing.
Spelling is practised using Look Say Cover Write Check and various word activities. Students are encouraged to try correct spelling by using "Have A Go" cards, word banks, dictionaries etc.

Handwriting

Grade 3 - learn to join letters
- progression from pencil to pen

Grade 4 - reinforcement and consolidation of joined cursive script
- development of writing speed and use of speed loops

Grades Five/Six

Experiences with language are crucial elements of our class programs.  Students learn how language works through a whole language approach.  This approach is integrated across all curriculum areas and it's based on literature, units of work, students' interests and needs.   The four modes of language - reading, writing, listening and speaking are all incorporated effectively in this approach. 

Students will be active readers, listeners, speakers and authors.  Chosen literature is varied and meets a wide variety of interests and needs.  It is also reflects the cultural diversity of the students.

Elements of the Language Program:-

Reading

• Listening to and reading literature
  
• Book conferencing
  
• Frequent reading practise, discussing books
  
• Completing reading activities after reading

Writing

• modelled writing
  
• shared peer writing
  
• use a variety of writing styles
  
• published works
  
• working with words
  
• grammar and punctuation
  
• handwriting conventions
  
• computer use

How do we assess students?

• conferences
  
• observations
  
• reading/writing interviews
  
• running records
  
• written tasks
  
• oral reading, discussions, presentations
  
• school based testing in reading and spelling