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LITERACY

LITERACY. At Preston Girls Secondary College. All students can learn to read and write well. Goal of Whole School Literacy Programs: To have all students on grade-level within three years of implementing the program. . Merging of Two Programs.

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LITERACY

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  1. LITERACY At Preston Girls Secondary College

  2. All students can learn to read and write well. Goal of Whole School Literacy Programs: To have all students on grade-level within three years of implementing the program.

  3. Merging of Two Programs • We have a large group of students without basic decoding skills • John Munroe believes these are pre-requisite skills • Carol Christensen offers a program to teach basic decoding skills • At our school we are running both programs to ensure those without pre-requisite skills are catered for

  4. The Start • Decided to focus initially on year 7’s and 8’s • Tested all year 7’s and 8’s with the TORQ 3 test • Based on their results put into groups- 6 times a fortnight, 37min session

  5. What is decoding? • Written text is a code for spoken language. • To read, students must learn to ‘crack the code’ – or decode. • Spelling is the opposite process: students must turn spoken language into written text – or encode.

  6. What is it like not to be able to decode? Find the fast way to get from A to B. Line 1 Line 2 Line 3 Line 4 A E G K C N N N D L D O L D K P J G M B

  7. Decoding (6 students in a group) • Letter sounds are introduced in small groups 6 intially then 1-2 new sounds a lesson • Say the letter sound • Think of a word starting with that letter • Blending practise of list words (4 new words per lesson) • Spelling test • Read through list and do a time trial • Finish with reading aloud- either students or teacher • Video

  8. Transition • Run the same program as Decoding but move through it faster, do two lists in a lesson

  9. Comprehension What students are like • Have decoding skills • Often lack expression when reading • Can’t answer questions related to the text • Can’t answer questions when text is read to them • Strategies • Predict • Clarify • Summarise • Ask questions

  10. Critical Literacy • Larger groups • Work at improving their meaning making motor • Analysing

  11. Our Results Three Months in

  12. Table of Results

  13. In All classes Across the school • We are introducing John Munroe HRLTS so these can be used in other classes to further improve skills and focus on literacy

  14. GKR • We have run two PD sessions on GKR • We have asked staff to have a buddy from another faculty • Have given staff 20 mins planning time in one of the sessions to plan using GKR in a class in the next week • Next meeting we have randomly chosen 6 staff to talk about their experience • Plan to introduce Vocabulary

  15. To Aid us in Implementing these strategies school wide • Got 3 early finishes approved by school council • We plan to run a PD session at each of these Already Getting Knowledge Ready Session 1 Vocabulary Session 2 Reading aloud, paraphrasing what questions does the text answer Session 3 Summarise and review Posters in every room Beginning of next year ½ day devoted to revising strategies and how they have worked

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