English

The initial block always begins with explicit teaching implementing our sounds write/spelling program. While much of the explicit teaching of literacy occurs in the English learning area, it is strengthened, made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands.

Reading

• Sound Write Program – phonics program develops skills of segmenting, blending and phoneme manipulation necessary for reading and spelling in order to achieve automaticity that underlies the fluency of every successful reader. 
• Daily Independent reading that encompasses conferencing with students to conduct assessment and set individual goals.
• Whole class reading of a shared text to teach and model a pre-determined reading strategy with learning intentions explicitly stated and displayed.
• Small group work including Guided Reading, Strategy Groups, Reciprocal Reading and Literature Circles to work on reading strategies.
• Independent and shared learning tasks completed when the teacher is working with small focus groups or when conducting conferences.
• Reflection time to share and think about the learning that has occurred and how it helps us as readers.

Spelling & Grammar

• Whole class focus on spelling and grammar during reading and writing (learning intentions explicitly stated and displayed).
• Teachers modelling effective spelling strategies.
• Whole class and small group investigations and consolidation tasks to form generalisations about spelling patterns and grammatical rules.
• Standalone mini-lessons as required
• Reflection and articulation of problem solving strategies.

Speaking & Listening

• Students engage in regular oral language activities which promote shared turn taking, listening respectfully to others and build confidence to speak before an audience.
• Students regularly take part in class presentations and this is often completed verbally or through multimedia devices.