At Tyabb Railway Station Primary School we believe Literacy is the foundation for effective learning across all areas of the curriculum.
In each of our classrooms we expect that our students are given a minimum of 2 hours of explicit Literacy teaching per day. We use the Victorian Curriculum outcomes in Literacy as our benchmark and teaching foci.
Tyabb Railway Station Primary School Primary School incorporates a range of approaches to Writing instruction focusing on whole class, small group and individual needs. To do this we:
- Use VCOP (Vocabulary, Connectives, Openers and Punctuation)/BIG WRITE program across all year levels. The program has produced favorable results world- wide and includes games, interactive resources and assessment checklists.
- Use whole class teaching using Modelled Writing, Guided Writing and Shared Writing approaches across all years.
- Conduct small group instruction using a range of writing strategies at point of need. Conduct individual conferences with specific students to support students learning and set new writing goals.
- Have whole class share time to share and celebrate the students’ work and achievements.
- Conduct whole class ’Big Write’ sessions which includes a pre-write homework to complete with parents and enables students to apply the concepts learnt throughout the week.
- Explicitly model writing across a range of different genres appropriate to year levels and tasks.
- Explicitly teach and encourage accurate spelling using the Sound Waves program
- Encourage ‘Writing for a Purpose’ and embed it into other Curriculum areas at every opportunity.
- Explicitly teach and encourage neat handwriting.
Tyabb Railway Station Primary School incorporates a range of approaches to reading instruction focusing on whole class, small group and individual needs. To do this we:
- Use whole class teaching using Modelled Reading, Guided Reading, Reciprocal Reading and Shared Reading across the year levels.
- Conduct small group instruction using a range of Reading strategies at point of need.
- Conduct individual reading conferences and opportunities to practise explicit skills.
- Carefully monitor student progress using a range of resources such as Fountas and Pinnell and PM Benchmarking material.
- Encourage daily reading both in the classroom and at home.
- Give explicit instruction on how to manage choice in reading material.
- Use a wide range of printed material and electronic print to maximize student engagement and exposure to different text types and their purpose.
- Aim to expose our students to a wide range of high quality authors and texts.
- Model good reading habits with our students.
- Provide a daily one-to-one reading program for students experiencing difficulty in addition to the regular Literacy block.
Speaking and Listening
Oral language is a key building block in literacy development. During the early years students learn to listen and respond to a variety of texts and situations. They are taught how to hear rhyme, letter patterns and sounds in words, how to question and begin to extend their vocabulary to express their needs, feelings and thoughts. They are taught how to be an active and considerate listener and how to engage in appropriate conversations with peers.
As the students move through the school we continue to develop their listening skills, encouraging them to become critical listeners who are able to identify the use of a range of complex language used such as persuasive language, synonyms, idiom, sarcasm, and humour in spoken presentations and texts.
Our students are encouraged to continually develop an ever- increasing vocabulary and to use words appropriately. They are given a range of opportunities to speak publicly and are explicitly taught a range of presentation skills for a range of activities such as presenting morning talk, reflecting on their learning, welcoming and thanking visitors to speaking on the radio.
Students in Year 6 conduct whole school assemblies on a rotational basis.