We acknowledge the traditional custodians of this land

We acknowledge the traditional custodians of this land

We acknowledge the traditional custodians of this land and pay our respects to the Elders both past, present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia. We must always remember that under the concrete and asphalt, this land is, was and always will be traditional Aboriginal land. L3 - Language, Learning and Literacy L3 - How Does It Work? It is a component of the Best Start Initiative that aims to ensure that all students are on tack in their Literacy learning by Year 3. The aim of the program is to provide teachers with skills in identifying literacy needs, recognising the diverse needs of learners, assessing student progress and providing explicit instruction to extend student learning. Teachers participate in 12 half days of professional learning and mentoring. Using data to refine teaching practice and inform the next steps in learning.

First implemented in 2007 only for Kindergarten, then extended to Stage 1 in 2012. Research based program, including the work of Marie Clay. Why do we do L3? The aim of the L3 program is that all individual learning needs are being catered for. With such an explicit program, the hope is that less students will require intervention programs, such as Reading Recovery or Learning Support Programs. L3 - Reading Modelled Reading daily. Guided Reading small ability based groups with teacher in the engine room. 3-5 times per week depending on level of need. Explicit teaching of reading strategies, vocabulary and phonics. Focus on phrasing to assist with comprehension. Familiar Reading 3-5 times per week to develop fluency. Discussion Circles to promote a solid understanding of texts. L3 - Writing Modelled Writing Daily. Based on point of need (eg. capitals, spaces between words, speech marks, etc) Interactive Writing students help to construct sentences using stimulus (a shared experience, an object, a picture). Teacher demonstrates a variety of skills that students can use when writing independently (using a sound card, word wall, clapping out syllables, saying words slowly) Guided Writing small groups of 3-4. Students write on whiteboards. Teacher can

observe letter formation and correct if needed. Independent Writing teacher helps select groups on different days. Each student has a focus and goal. L3 - Independent Writing What do the other students do when the teacher is in the engine room? Phonemic awareness Spelling Word Recognition Daily Writing Comprehension Grammar and Punctuation Familiar Reading Art/Craft Computer games iPad activities L3 - Assessment Running Records (throughout terms) Kindy Vocabulary Testing (every 5 weeks) Hearing and Recording Sounds (every ten weeks) Spelling Tests Phonemic Awareness and Phonological Testing

Anecdotal notes Kindergarten Monitoring Graph Vocabulary Hearing and Recording Sounds in Words 40 40 40 40 20 40 40 29 31 36 36 35 20 37 37 30 12 40 20 40 38 40 16 40 14 13 36 20 30 29 36 24 37 15 Text levels read after instruction X X X X X X

X X X X X X X X X X X Names of students 18 or above 17

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU Kindergarten Data PUBLIC SCHOOLS NSW

WWW.SCHOOLS.NSW.EDU.AU Year One Monitoring Graph Instructional Reading Level Mage nta Yellow Blue Green Turquoise Oran ge Purple Gold Silver Emerald

Ruby Saphire 30+= 29 28 27 26 25 24 23 22 21

20 19 18 17 16 15 14 13 12 11 10 9 8

7 6 5 4 3 2 1 SN RR Student Names Red X X

X X X X X X X X X X X X X X X X X X X X PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

Developing independence and confidence Home Reading Tips Should be a positive experience for both parent and child Modelled reading by a parent /carer /older sibling During reading: Listen to your child read the story. Let him/her hold the book and turn the pages. If they read correctly, praise them as they turn each page. Try and be specific with your praise. Eg. Great job! You corrected that all by yourself. Good job! That didnt make sense and you corrected it. You are trying to re-read the sentence. Terrific! Your reading sounds just like talking. Fantastic! Well done! You are reading with expression for the talking parts.

If your child makes an error or stops at a word give him/her 5 seconds to self correct. If they dont self correct, point to the word and tell them to try that again, giving them 5 seconds to have a go before telling them the word. PROMPTS When the reading doesnt make sense When the reading doesnt sound right Sounding out errors Look at the picture. Does it sound right? Does it look right? Does that make sense? Should you say it like that? Look at the first sound. Read on and come back.

Say the sounds in order. Think about what youve read. Look for any parts of the word you know. Go back and read again. Now have a guess. Now have a guess. Now have a guess.

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