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Wandong Primary School

Wandong Primary School. Heather Chisholm (1 /2 teacher). Bree Chisholm (Foundation teacher & Literacy leader). Kira Green (Foundation teacher) Hannah Giacomini (Foundation teacher). How things changed @ Wandong Primary in 2014?.

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Wandong Primary School

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  1. Wandong Primary School • Heather Chisholm (1 /2 teacher). • Bree Chisholm (Foundation teacher & Literacy leader). • Kira Green (Foundation teacher) • Hannah Giacomini (Foundation teacher).

  2. How things changed @ Wandong Primary in 2014? • Major changes including new processes and structures for Literacy teaching in the Foundation Unit. • Explicit teaching strategies (vocabulary development and phonetic development) was a major focus. • Sourcing a Literacy Consultant to work with the Foundation and 1/2 team two days a week. This consultant oversaw new documentation development and data analysis. She worked closely with the Foundation Unit assisting with Literacy teaching. • Introducing a change to the Literacy block and how it looks. (1 hour of phonics and 1 hour of reading each day). • Including the elements in our Reading Planners. • Introducing colourful semantics within our classrooms F-6.

  3. New Planners Vocabulary Development Vocabulary DevelopmentPhonological Awarenessstory grammarcomplex sentences/ colourful semanticssemantics Letter Focus: G handwriting practise. Big Book: The Gingerbread Man!

  4. Reading Rotations!

  5. Explicit Phonics Planning • Blending onsets with rimes (d-og, dog) • Tell the children that they are going to learn about parts in words. When we say a word we can think about first and last parts. Say ‘make’ now ill say the first part by itself and then ill say the last part: m-ake, make. You say that. Allow the children to copy. Let’s try another one. Say t-ake. Children copy. When I say those two word parts smoothly, the word is take. I’ll say the word parts and you say the whole word smoothly. Try br-own. Etc… have the children try several other examples: g-reen, r-ed, n-est, st-ick, r-ing. • Present a series of pictures and have the children take turns saying the onset and rime and then the whole word. Introduce the ‘follow the path’ game. (see phonics folder) • Good websites for other activities: • http://www.readingrockets.org/strategies/onset_rime • http://www.fcrr.org/curriculum/pdf/gk-1/p_final_part3.pdf • http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=6&sqi=2&ved=0CD0QFjAF&url=http%3A%2F%2Fmpsportal.milwaukee.k12.wi.us%2Fportal%2Fserver.pt%2Fgateway%2FPTARGS_0_2_82321_0_0_18%2Fraz_pa_l07.pdf&ei=TWmhU4TkCcq3kgWnm4HoBw&usg=AFQjCNGSo70Ci46VMCv9fe7uhpANeBxgyQ • Recognise and use letters that represent two or more consonant sounds at the beginning of a word (c, g, th, ch) • See grade 1 folder. • Locating and reading high frequency words in continuous text • Tell the children that they are going to practice finding easy words in a poem. Read the poem, rhyme, song or chant with the children, pointing to the words. Read and enjoy the poem several times. Select a few high frequency words you want to have children locate. “you know the word it. This time when we read stop at the word it”. Read the poem with the children stopping at the word it. Have the children underline, circle, or place highlighter tape over the word on the chart. Now use your eyes to find another word it. Repeat the process with one or two more words. Remove the highlighter tape from the previous word each time so that children can focus on the word they are looking for. Repeat. • Using parts of known words that are like other words (my/sky, tree/try) • Tell the children they are going to read a favourite poem and learn about solving new words. Select a rhyme or a piece of shared writing that you have read to the children and they have read with you several times. They should be generally familiar with the text but not have memorised it. Read the text in a shared way. “We’ve been learning about word parts. One word part you know is –ay. Let’s read the words that have –ay in them.” Underline in red or highlight the –ay parts of words in the text: day, Sunday, play, today, anyway, Kayla. You can look for the parts of words you know to help you read a word. Demonstrate for children how to use the poem “Rain, Rain, Go Away” for the day’s activity.

  6. Evidence of Observation Date: 26/05/14

  7. Assessing those @ Risk!

  8. Planning for 2015: What are some of the ideas and plans you have for continued implementation in 2015 and beyond ? 5 new members to the F-2 department. Training them and developing their skills in terms of CPOL development and our new school processes. How will you assess the oral language needs of the students in your new classes in 2015?

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