FLINDERS PARK PRIMARY SCHOOL ACTION PLAN – LITERACY - Reading 2014

OUTCOME STRATEGIES WHEN WHO TARGETS

To improve the

engagement and

achievement of all

Reception – 7 students

in literacy, with a focus

on reading.

Implement a Whole-School Intervention

Program for identified students at risk with their

reading achievement (EALD students and low

achievers)

SSOs to work with identified students

with Reading Doctor to improve their

letter and blend knowledge

SSO to work with identified ATSI students

to improve their reading as measured

by RR levels

Term 1-4 Judy, with Louise,

Victoria – EALD

teachers

SSOs

1. To increase the

reading skills of

students in Years

Reception/One/Two

to regional

benchmarks in

Running Records by

end of term 4, 2014

2. To increase Year 3, 5

& 7 student mean

reading score in

NAPLAN tests to be

closer to national

mean scores and

continue to be

above Regional and

DECD in 2014.

3. To increase the

number of students

in the top 2 bands to

20% in reading for

Years 3, 5 &7

students in NAPLAN.

Provide Professional Coaching for 6 identified

teachers to focus on Pedagogy of Reading,

especially comprehension.

These teachers will focus on their own

teaching-learning goals. Lisa Burman will be

employed to observe in their classrooms, and

debrief afterwards for improvement. They will

be leaders of reading in the school, and

support others as required. They will work with

Lisa to present a Pupil-free day with a focus on

reading.

Lead teachers will share their reading goals

and their work with Lisa, with all teachers.

Term 1,2, 3 Judy/Lisa

Buman/Literacy

Committee (Judy,

Louise, Victoria,

Kym, Amy, Tara,

Angela, Christine,

Soula, Anna, Jane)

Reading Support Teacher, Kym Dinedios, to

support whole-school approaches in Reading

in Early Years

Organise Jolly Phonics RefresherTraining

for consistent approach in teaching

phonics

Implement SPAT-R with Phonological

Awareness assessments for all

Reception students and then

monitoring students at risk

Organise Volunteer program of

community members to read with

students at risk

Reorganise resources and set up

inviting reading areas in the Early Years

Term 1 begin

– refer to

Reading Support

Action Plan

-Term 4

Kym Dinedios,

Reading Support

teacher / Literacy

Committee leading

all teachers

teaching areas

Present Parent workshops on ‘Reading

with Your Child’

Distribute and promote FPPS

‘Tracking

Your Child’s Reading’ pamphlet and

review its content and use

Provide support so that all teachers are

consistently conducting Running

Records

Purchase resources as needed to

support Reading Programs in the Early

Years

Support for Early Years’ Play Programs

for Oral language and Vocabulary

Development

Support Playgroup and ways to

increase Literacy activities into their

program.

Implement and Assess Aust English Curriculum

Especially provide support for teachers with

Literature strand – explicit strategies and the

purchase of resources

Begin Term 1 and

ongoing all year

Judy/Karly Hefferan

(Aust Curriculum

Coordinator), Tara,

teacher-librarian

leading all teachers

Implement Whole-school Assessment

agreements to identify needs for programming

at the beginning of the year (RR for R-3, DRA

for 4-7) and to track and monitor all students at

the end of the year, and as needed(PAT-R).

Use standards in WAR Literacy document.

Term 1 and Term 4 Judy and Peter /

Literacy Committee

with all teachers

Assess oral/written work using Language and

Literacy Levels for all students

End Term 2 Louise and Victoria

(EALD teachers),

classroom teachers

Implement Jolly Phonics R-1 and ”Words Their

Way” 2-7 as a whole-school approach to

Spelling

Provide training for teachers in these programs.

Term 1-4

February 17th

Judy/Kym/Tricia/

Literacy Committee

Provide support so that teachers explicitly

teach comprehension skills

(in tandem with decoding skills)

- namely

Activating prior knowledge

Self-monitoring

Predicting

Questioning

Making connections

Visualising

Inferring

Summarising

Synthesising

Support will include ‘Sheena Cameron’ books

for everyone, teachers will share practice at

staff meetings, Kym will provide modelling,

discussions

Term1-4

All teachers led by

Kym, lead teachers,

Judy, Literacy

Committee to plan

staff meetings