Links to System Documents

WA Curriculum Framework

Overarching Statement LinksLearning Statement for English

Principles of Learning Teaching and Assessment

English Learning Area Outcomes

Listening, Speaking, Viewing, Reading and Writing

English OSF.doc

Department Of EducationK- 10 Syllabus

English

First Steps EnglishReading& Viewing; Writing;

Listening and Speaking

DET Performance managementDocument

Whole School Literacy Beliefs

Vision: A commitment to supporting all Little Grove students to excel in achieving literacy outcomes at their level.

Mission: Empowering life long learning through a variety of Literacy strategies.

Ethos: All children will be provided with opportunities to succeed in Literacy in an Inclusive and supportive environment

Values: The Achievement of full literacy learning potential in Literacy through personal excellence in an equitable, caring learning environment.

Community Continually aspiring to improve school community through partnerships: effective, positive communication.

Beliefs about Learning: Optimal Learning occurs when: There is a positive whole- school approach with purpose and focus. Learning is developmental. i.e. Children learn at different rates and in different ways. A safe environment that fosters excellence is provided and is evident in the learning environment. Positive self esteem and confidence in Literacy is nurtured. Life long learning through a variety of strategies is empowered. Students and staff are motivated, are actively engaged, see a purpose to learning and take responsibility for

their own learning.

Beliefs about instruction Empowering life long learning through a variety of strategies and working as a collaborative team.

Beliefs about Assessment and Reporting There are opportunities to succeed through regular ongoing evaluation using a wide variety of assessment.

Beliefs about Parent and community relationships Continually aspiring to improve school community through effective, positive communication.

Beliefs about Students at Risk Every child has the potential to learn and experience success.

Beliefs About Literacy Learning

Beliefs about Learning Beliefs about instruction Beliefs about Assessment and Reporting

Beliefs about Parent and community relationships

Beliefs about Students at Risk

There is a positive whole- school approach with purpose and focus.

Planned and timetabled Literacy Blocks K-7. The literacy environment is

dynamic and evolving. he literacy approach will be

consistent across all year levels.

A variety of purposeful and eclectic approaches, including explicit teaching and model-ling are provided daily.

Professional Learning teams will meet regularly to discuss ways to improve Instructional strategies.

Diagnostic assessment should drive instruction.

Assessment will be ongoing and meaningful.

Common Assessment tasks will be used across the school for moderation.

Reporting will be meaningful and relevant to children, parents and other educational professionals. Reporting will be aligned

with CAR policy. Professional Learning teams

will meet regularly to discuss ways to improve assessment.

The Open Night will show case children’s achievements.

Collaboratively develop goals, priorities and strategic actions.

Parents are welcomed and involved in the celebration of learning at assemblies and newsletters.

Establishment of a “Parent Centre”

Invite P&C committee, School Council and two parents from every class to attend school development days.

Positive attitude to learning need emphasis.

Develop phonological aware-ness skills.

Regular and ongoing Case conferences with parents, SAER coordinator, Principal, teacher and if necessary School psych.

Learning is developmental i.e. Children learn at different rates and in different ways.

We will recognise the needs and background experiences of individual children to in-form us of their learning requirements.

Tasks will be open ended enabling the learner the opportunity to utilise their different learning styles.

Learning will be Student Centred

Meaningful evidence will be collected regularly to support ongoing development and progress – SEF files.

Tasks will be open ended giving the learner the opportunity to demonstrate learning in a variety of ways.

Utilisation of P&C resources to support the developmental phases of learning including; Electro board and Word shark; Accelerated Reading Easy Reading.

Establishment of a 0-4 Play Café.

Children develop and learn at different rates and in different ways and have different learning styles.

Focus on the teaching of oral language as the “bridge to

literacy”.

Beliefs about Learning cont…..

Beliefs about instruction Beliefs about Assessment and Reporting

Beliefs about Parent and community relationships

Beliefs about Students at Risk

A safe environment that fosters excellence is provided.

Children will be supported by a variety of classroom organisations.

Student’s interests and strengths are valued.

Children feel safe to take risks in their learning.

Use of Four Fish principles in classrooms.

Affective domain is an aspect of SIS reporting. Chaplain statistical data. Acknowledging the pursuit

of excellence at assemblies through certificates and awards and in newsletters.

Develop parent and community links to support the implementation of Friendly Schools and Families program.

Children learn best in a positive, caring and risk taking environment.

When compassion, empathy, equity Inclusivity and acceptance are evident in the learning environment.

Different cultures and beliefs and cultures are recognised and valued.

Children of all abilities feel included.

Values education is Embedded in the class program Friendly Schools and Families Program is in place.

Be concerned with effort as well as achievement.

All learning styles are catered for with assessment tasks.

Parent, student and teacher communication is valued and vital.

Friendly Schools and Families committee established each year.

Biannual parent surveys to encourage regular feedback.

Focus on a good under-standing of students’ needs and diversity.

Positive self esteem and confidence in Literacy is nurtured.

Follow the four “Fish” principles in class.

Children are valued regard-less of their ability.

Children are rewarded for effort.

Anecdotal records are kept. Affective domain is an

aspect of SIS reporting. Use of Four Fish principles

in classrooms.

Parent Library and educative workshops provided for community members.

Nurturing Literacy in Infants – Parent Centre

Concerned with effort as well as achievement.

Beliefs about LearningCont….

Beliefs about instruction Beliefs about Assessment and Reporting.

Beliefs about Parent and com-munity relationships.

Beliefs about Students at Risk

Life long learning through a variety of strategies is empowered.

Expose children to a variety of teaching strategies.

Develop the use of language as a tool for learning across the curriculum.

Students to learn in cooperative, collaborative and individual learning situations.

Expose children to a variety of texts.

Negotiated learning including student input into rubrics is valued.

Develop awareness of ability to code switch, matching language to purpose and audience.

First Steps Literacy Net OSF- Fair Valid Educative

and Explicit Anecdotal Running Records NAPLAN Waddington Learning to Learn Student negotiated rubrics

are criteria based. Experiences incorporate use

and demonstration of good interpersonal skills including: Active listening, question-ing, and negotiating, with peers, staff and parents.

Involve parents and community in development of a collaborative under-standing of Literacy.

Learning starts -9+. Encourage wider community members to access work-shops in Parent centre.

Create links with real Estate Agents to provide informa-tion to prospective commu-nity members.

Initiate transitions from Day Care Centres to LGPS.

Improve transition year 7 -8 Participate in SWL.

Provide integrative approaches to literacy teaching.

Provide explicit teaching at point of need.

Expose students to a variety of teaching strategies and resources.

Students and staff are motivated, are actively engaged, see a purpose to learning and take responsibility for their own learning.

Authentic Learning tasks Group, Individual and

Buddy class work. Provide challenging,

integrated experiences in Literacy.

Self evaluation, goal setting Development of parent information DVD’s.

Focus on the teaching and learning strategies for

literacy.

Identified School Literacy Priorities Targets identified from critical analysis of student performance data

Oral Language 2011

Reading & Viewing (2010) Reading with a focus on Contextual Understanding

The NAPLAN data for 2008 Year 3 Cohort, in Year 7 (2012), will see Value Adding of 15% so that 80% (24 out of 30) of the cohort have made Moderate to Very High Pro-gess in Reading according to SAIS data.

Writing 2010 Writing with a focus on Spelling and

paragraphing

The NAPLAN data for 2008 Year 5 Cohort, in Year 7(2010), will see Value Adding so that 85% (27 out of 32) of the cohort have made Moderate to Very High Progess in Reading according to SAIS data.

Little Grove Primary School Literacy Priorities and Targets

Key Strategies for improvement of Literacy 2009 / 2010Reading & Viewing Outcomes Writing Outcomes

Key teaching strategies:-

Literacy Blocks across school at start of the day. Guided Reading across whole school -2009 Common approach to reading lists . NAPLAN word list to be used for reading sight

words. First Steps used as primary strategies for reading.

Key assessment and recording strategies:- Running records Waddington testing for baseline data NAPLAN data analysis Lit Net - SAR PAT-R testing ICAS testing – year 4 Common reading tasks Developing a school MIS Cross curriculum Literacy strategies Primary Connections—integrated science Learning to Learn—enquiry process SAR Literacy strategies Explicit teaching Differentiating the curriculum through guided

reading. Modeled reading Parent/community links Newsletter articles re reading at home Guided reading parent workshops Open evening O-5 community room Parent library.

Key teaching strategies:- Literacy Blocks across school at start of the day. Guided writing – across whole school - 2010 First Steps used as primary strategies for writing Common approach to spelling words NAPLAN word lists to be used for spelling

words.

Key assessment and recording strategies Common tasks NAPLAN writing rubric NAPLAN data analysis Lit Net -SAR Developing a school MIS Cross curriculum Literacy strategies Learning to Learn -enquiry process Primary Connections -integrated science. SAR Literacy strategies Explicit teaching Differentiating the curriculum through guided

writing Modelled writing Parent/community links Newsletter articles re writing at home Guided writing Parent workshops Open evening

Listening and Speaking Outcomes

2011

Whole School Plan for Professional Learning (linked to student improvement priorities)

Priorities2009

Phase of schooling Organisation / Coordination / Resource processes

Reading (& Viewing)

Early Years Assessment: – Alpha Assess running records Levels 1 - 24 Time for Talk

Whole school assessmentK-3 and 4-7 Common comprehension Task and

moderation using exemplars.

Whole School ProcessesResource management of reading books Process to be used

PATS testing for comprehension Term 4 2009

Whole School Literacy Plan – Staff review

Guided reading PD K-7 (literacy block and small group activities)

Co-ordinator- Rosemary Tite—Used Yr 1, 2 & 3 2009

Prepare resources and familiarize with program Literacy Co-ordinator.

Term 2 & Term 4 (osemary & Jo). Literacy co-ordinators junior & senior

Resource room manager to explain—2009 staff meeting Revisit 2010 term 1 Purchase reading books for easy reading. Julie Blogg Familiarise with Program and software. JB

Literacy Support teacher to administer and process data. Term 4 – as evidence of progress—kept centrally.

All staff - staff meeting

Term 3 PD day Vide Julie and Jo K 2009 Revisit term 1 2010—staff meeting

Priorities2010

Phase of schooling Organisation / Coordination / Resource processes

Reading & Viewing

Whole school assessment timetable to be developed and appropriate assessment included.

Early Years: Assessment Alpha Assess running records K-3, Levels 1—24 Comprehension Close testing 1-8 Comprehension passage test 1-3

Whole School PATS testing for comprehension end of each year—

whole school—baseline data.

Whole School Literacy Plan – Staff review

Guided reading PD K-7 (literacy block and small group activities)

Time for Talk introduce 2010 - K & PP

Literacy team to develop initially and take to staff for review early

2010.

Professional learning team meetings - weekly, DOTT in- school. Junior Coordinator- Rosemary Tite. Discuss and review components of K-3 assessment program.

Literacy support person to administer and enter data. Kept centrally.

Professional learning team meeting— term 4

Professional learning teams to share ideas for small group rotations and how they are used as part of the classroom program.

Professional learning teams to share and discuss.

Writing K-3 and 4-7 Common Narrative Writing Task

Easy Reading spelling Word Shark—individualizing the program for

spelling.Whole School Literacy Plan – Staff review

Staff meeting – moderation using NAPLAN rubric and samples Rosemary & Jo Knight Term Term 3 2010Julie Blogg to Introduce strategy to whole staff—Staff meeting Term 1Julie Blogg to update on use of work shark and how to use as an

individual spelling program.Professional learning team meeting term 4

Whole school plan for professional learning

Key Assessment and Recording Strategies for the Literacy Priorities

Reading 2010

NAPLAN Testing Years 3; 5 & 7 May Analysis of data to inform teaching priorities Sept.

Literacy Net K-7 Individual profile for all SAR Term 2 - individual programming - (Student evidence file)

Waddington Reading Test— K -3 (Excel results on Staff Admin file) Term 1 and term 4 - baseline data (Student evidence file)

Common Assessment Task - Comprehension passages 1-3 -See appendix.

Term 2 - moderation and baseline data (Student evidence file)

Reading Comprehension -Progressive Achievement Tests in reading P-7 (Excel result s on Staff Admin file)

Early Years Reading Assessment K-3 Running records—Alpha assess Levels 1– 24

Ongoing—1 sample per term for children at risk (student Evidence files)1 sample per semester for all others.

AEDI Pre-primary Readiness assessment administered by PP teacher.

Assessment strategy Teaching & Learning link

Time for Talk—comprehension with a link to Oral language Administered by K & PP teachers and for year 1 SAR (Student evidence files)

Middle Primary Reading Assessment

Key Assessment and Recording Strategies for the Literacy Priorities

Writing & Spelling 2010

Assessment strategies Teaching & Learning link

NAPLAN Testing (May)NAPLAN DATA analysis for new group of students

Analysis of data to inform teaching priorities (Oct)Early term 1 - Analysis of data to inform teaching and plan for individual students. Professional teams.

Literacy Net - Individual profile for SARS:\All Staff\GIRL 4 roles ENGLISH\Literacy Net

Term 2 - individual programming (Student evidence file)

Common Assessment Task - Narrative (Use NAPLAN marking rubric to score.) \\admin5758-01\fs5758-AdministrationShared\All Staff\Literacy Plan Development 2009\Narrative Assessment Example

Sample term 1 - Week 4 (Student evidence file)Term 1 Professional learning Team - moderation and baseline dataWeek 5. Term 4 By week 4 for team moderation.

Common Assessment—South Australian Spelling Test Yrs 1-7S:\All Staff\Literacy Plan Development 2009\SouthAustralianSpellingTest.pdf

Term 1 Week 1-3 – data for grouping. (Student evidence file)

Common Assessment Diagnostic Spelling Test—Kottmeyer Yrs 1-4 all children; Yrs 5-7 SAR:

Term 1 Week 5-6 Inform teaching program for individual students. (Student Evidence Files)

Common use of Naplan List Words across whole school.S:\All Staff\Literacy Plan Development 2009\naplan spell-ing\NAPLAN%20SPELLINGxls(1).xls

Students work on common list throughout K-7 (Student Evidence Files)

PAT Spelling Yrs 1—7 Baseline data—whole school data collection Term 2 & 4(Literacy support person) Kept central— Excel results table.

Yearly Plan 2009

Key Teaching Strategies

Guided Reading K-3 Pilot Project—DETLiteracy Blocks of 1.5 hours

mornings K-3Modelled reading K-7Shared Reading K-7

Guided Reading K-34 Roles of Reader 4-7Modelled reading K-7Shared Reading K-7

Guided Reading K-7Literacy Blocks of 1.5 hoursModelled reading K-7Shared Reading K-7

Guided Reading K-7Literacy Blocks of 1.5 hoursModelled reading K-7Shared Reading K-7Guided reading K & PP

Literacy Assessment To Be Completed

Literacy Net Waddington Reading 1-3 Running records—Alpha Assess.

NAPLAN 3, 5 & 7Waddington reading 4-7Common Assessment tasks –

writing

Literacy NetRunning recordsCommon Assessment task- writing re-

view - Moderation against Exemplars (DET)

PATS 1, 2, 4 & 6ICAS – English & MathsYear 4

PATS 1, 2, 4 & 6 – Literacy support to test weeks 1-3

School Literacy Team Activities

Induct new and current staffWorkshop for parentsSupport staff

Time table changesIntroduction of guided reading

across whole school.Present aspects of draft to staffGuided reading DVD

Whole school PD on guided reading. –community invited

Present aspects of draft plan to date to staff

Development of writing aspect of planPurchase resources to build guided read-

ing leveled readers -Springboard Series.

Review Strategies during cluster meet-ings

Present aspects of draft plan to date to staff (continued)

Review of resources and allocate fund-ing for 2010

PATS 1, 2, 4 & 6 – Literacy support GIRL to test weeks 1-3

Key WSLP Meetings and Review Dates

Cluster meetings Cluster meetingsSchool Development Day

Review as part of School review

Key Parent and Com-munity Activities

School Development DayAfternoon tea for new parentsWorkshop for parentsParent Library

Workshop on literacy for chil-dren -9month +

Parent Library

School Development Day parent participationParent Library

Modelled reading to children work-shop

Parent LibraryRelease DVD on Literacy for parents.

Term 1 Term 2 Term 3 Term 4

Writing Focus Term 1 Term 2 Term 3 Term 4

Key Teaching Strategies

Literacy Blocks of 1.5 hours Yrs 1-7. Modelled writing. Shared writing Explicit teaching of conventions — using NAPLAN marking rubric.\\admin5758-01\fs5758-AdministrationShared\All Staff\Literacy Plan Development 2009\NARRATIVE MARKING GUIDE student self assessment.doc

Common spelling strategies Explicit teaching of spelling conventions using spelling benchmarks. **

Guided writing K-7 PD Day one. Using syllabus documents & exemplars

Guided Writing K-7 Guided Writing K-7

Literacy Assessment To Be Completed

South Australian Diagnostic Spell-ing.

Developmental Spelling PP& Yr 1.Kottmeyer Diagnostic spellingCommon task Narrative—rubric

assessment score.Literacy Net due week 7

NAPLAN 3, 5 &7 Literacy Net NAPLAN Data analysisDiagnostic tasks as needed

Common Assessment task-writing review - Moderation against Exemplars (DET) NAPLAN exemplars

(PATS 1, 2, 4 & 6 – Literacy support to test weeks 1-3

School Literacy Team Activities

Induct new and current staff Support staff in literacy Workshop for parents Literacy coordinator to do above

testing across school - weeks 1-4 Guided Writing K-7 planning - Using syllabus documents & ExemplarsLead professional learning teams

Review and Continue Literacy Plan Support staff in literacy assess-

ment and reporting

Support staff in literacy Review of writing aspect of

plan.

Review Strategies Support staff in literacy

Key WSLP Meetings and Review Dates

Professional learning teams See separate timetable **

Professional learning teams See separate timetable **

Professional learning teamssee separate timetable **

Professional learning teamssee separate timetable **

Key Parent and CommunityActivities

School Development DayAfternoon tea for new parentsWorkshop for parentsParent LibraryPlay Café 0-4

Workshop on literacy for children -9month +

Parent Library Newsletter articles to support writing

School Development DayParent LibraryNewsletter articles to support writing

Parent LibraryPlay CafeNewsletter articles to support writing

Year Plan 2010

Teaching Focus Teaching strategies Key assessments Document plans Cross curriculum links

Students develop a critical awareness of the ways lan-guage varies according to context and how language affects the ways students view themselves and the world in which they live.

Guided reading programShared readingModelled ReadingBook ClubsFour Roles of the Reader - Text

Participant activities

ObservationsOral discussion with

studentsLiteracy NetPAT-R TestNAPLANICAS – Year 4ObservationsOral discussion with

studentsPAT-R TestNAPLANICAS – Year 4Running Records

K-10 SyllabusExemplarsFirst Steps Develop-

mental Continuum and Resource Books

Literacy NetsBest Performance –

NAPLAN assess-ment data

Primary ConnectionsInquiry ProcessLearning

to LearnReading in content

areas - ERICA

Students demonstrate in-creasing sophistication, com-plexity, variety and control when making meaning from written texts

Guided reading programReading to students for pleasureModelled readingLanguage ExperienceShared ReadingBook ClubsIndependent ReadingRepeated Reading activities (see

p 30-36 First Steps Reading Re-source Book )

Four Roles of the Reader- Text User activities

Students interpret the con-ventions of written texts with understanding and critical awareness.

Guided reading programGuided practice activitiesphonological awareness graphophonics vocabulary text formsFirst Steps Reading Resource

Book and Map of DevelopmentFour Roles of the Reader- Code

Breaker ActivitiesStudents select from a reper-

toire of processes and strate-gies when reading by reflect-ing on their understanding of the way language works.

Guided reading programGuided practice activities for

reading strategies – First Steps Reading Resource Book

Four Roles of the Reader- Text Analyst activities

Plan for Reading

Con

text

ual

unde

rsta

nd-

Use

of

text

Con

vent

ions

Pro

cess

an

d st

rate

gie

s

Teaching Focus Teaching strategies Key assessments Document plans Cross curriculum links

Students develop a critical awareness of the ways lan-guage varies according to context and how language affects the ways students view themselves and the world in which they live.

Guided reading programShared readingModelled ReadingBook ClubsFour Roles of the Reader - Text

Participant activities

ObservationsOral discussion with

studentsLiteracy NetPAT-R TestNAPLANICAS – Year 4ObservationsOral discussion with

studentsPAT-R TestNAPLANICAS – Year 4Running Records

K-10 SyllabusExemplarsFirst Steps Develop-

mental Continuum and Resource Books

Literacy NetsBest Performance –

NAPLAN assess-ment data

Primary ConnectionsInquiry ProcessLearning

to LearnReading in content

areas - ERICA

Students demonstrate in-creasing sophistication, com-plexity, variety and control when making meaning from written texts

Guided reading programReading to students for pleasureModelled readingLanguage ExperienceShared ReadingBook ClubsIndependent ReadingRepeated Reading activities (see

p 30-36 First Steps Reading Re-source Book )

Four Roles of the Reader- Text User activities

Students interpret the con-ventions of written texts with understanding and critical awareness.

Guided reading programGuided practice activitiesphonological awareness graphophonics vocabulary text formsFirst Steps Reading Resource

Book and Map of DevelopmentFour Roles of the Reader- Code

Breaker ActivitiesStudents select from a reper-

toire of processes and strate-gies when reading by reflect-ing on their understanding of the way language works.

Guided reading programGuided practice activities for

reading strategies – First Steps Reading Resource Book

Four Roles of the Reader- Text Analyst activities

Plan for Viewing

Con

text

ual

unde

rsta

nd-

Use

of

text

Con

vent

ions

Pro

cess

an

d st

rate

gie

s

Teaching Focus Teaching strategies Key assessments Document plans Cross curriculum links

Students develop a critical awareness of the ways lan-guage varies according to context and how language affects the ways students view themselves and the world in which they live.

Guided reading programShared readingModelled ReadingBook ClubsFour Roles of the Reader - Text

Participant activities

ObservationsOral discussion with

studentsLiteracy NetPAT-R TestNAPLANICAS – Year 4ObservationsOral discussion with

studentsPAT-R TestNAPLANICAS – Year 4Running Records

K-10 SyllabusExemplarsFirst Steps Develop-

mental Continuum and Resource Books

Literacy NetsBest Performance –

NAPLAN assess-ment data

Primary ConnectionsInquiry ProcessLearning

to LearnReading in content

areas - ERICA

Students demonstrate in-creasing sophistication, com-plexity, variety and control when making meaning from written texts

Guided reading programReading to students for pleasureModelled readingLanguage ExperienceShared ReadingBook ClubsIndependent ReadingRepeated Reading activities (see

p 30-36 First Steps Reading Re-source Book )

Four Roles of the Reader- Text User activities

Students interpret the con-ventions of written texts with understanding and critical awareness.

Guided reading programGuided practice activitiesphonological awareness graphophonics vocabulary text formsFirst Steps Reading Resource

Book and Map of DevelopmentFour Roles of the Reader- Code

Breaker ActivitiesStudents select from a reper-

toire of processes and strate-gies when reading by reflect-ing on their understanding of the way language works.

Guided reading programGuided practice activities for

reading strategies – First Steps Reading Resource Book

Four Roles of the Reader- Text Analyst activities

Plan for Writing

Con

text

ual

unde

rsta

nd-

Use

of

text

Con

vent

ions

Pro

cess

an

d st

rate

gie

s

Teaching Focus Teaching strategies Key assessments Document plans Cross curriculum links

Plan for Speaking & Listening 2011

Con

text

ual

unde

rsta

nd-

Use

of

text

Con

vent

ions

Pro

cess

an

d st

rate

gie

s

Useful Websites and links

http://www.learningplace.com.au/uploads/documents/store/resources/res_35317_4_Components_of_Reading.doc

Appendix