Junior School Staff Rebecca Lewis – Prep Team Leader Angelique Kelly – Prep Carmel Ross – 1/2 Team Leader Nicole Portelli – 1/2 Teacher Jo Harding – 1/2 Teacher

Reflections on our teaching practice In 2014 our focus was on the ICPALER model, particularly ideas and conventions of speech. We introduced the Colourful Semantics cards to students for oral language and to scaffold students thoughts before writing. Students were encouraged to perform actions to demonstrate words and concepts during the reading of big books. Students were expected to make statements and answer all questions in a full sentence. This has been a school wide expectation for the last five years.

Changes to our teaching practice Oral language pre and post tests were introduced All students were given opportunities to speak and share ideas. (No Opt Out – has been a school wide mantra for the last four years) Speaking and listening planner developed using he ICPALER model Teachers consciously slowed down speech to ensure student understanding Students were asked to repeat back words and phrases, and to provide definitions to show understanding One session each week was dedicated to vocabulary related to a story Colourful Semantic cards used when teachers were reading to students to assist with predictions and question generation. Investigative play re-introduced in Colourful Semantic cards used to support students during play and for reporting to peers after play.

Speaking and Listening Pre and Post Test Feb to May

Session 1Session 2Session 3Session 4Session 5 ICPALER Vocab develop Phonemic Awareness Vocab develop Phonemic Awareness Vocab develop Phonemic Awareness Vocab develop Phonemic Awareness Vocab develop Phonemic Awareness Story Grammar Complex Sent/CS Story Grammar Complex Sent/ CS Story Grammar Complex Sent/CS Story Grammar Complex Sent/ CS Story Grammar Complex Sent/ CS Learning Intention To continue using colourful semantics to enhance students oral language but also to encourage colourful sentences. Test all prep students using pictures asking them questions like what’s happening here? What’s the dolphin doing? Where is he? What? Where? Test all prep students using pictures asking them questions like what’s happening here? What’s the dolphin doing? Where is he? Use semantics cards with the whole class to create sentences about dolphins. What are they? What do they do? What? Where? Whole Focus Encourage students to add more colours to the whole class sentence. Must have a when, who, what doing, what, where and joining cards. Continue to use Who, what doing, what, joining, when and where cards to extend students vocab. Use these cards for students to write a sentence about a picture. Continue to use Who, what doing, what, joining, when and where cards to extend students vocab. Make a list of words under cards on board for students to write a complex sentence. Vocab – turtle, sea, flippers Students to construct their own sentences from the list of words on the board. Small focusConstruct own sentences including all colours. Oral Language Weekly Planner – Week

At Sunbury Heights students enter Prep with lower oral language skills than other cohorts from the same area. Reflections about our students: Students answer questions with one word, a nod, and even the shrugging shoulders to convey and answer. Students lack experiences and knowledge. Some students have traumatic experiences before they even begin school which have adversely affected their oral language development.

Reflections about our students: What we do as a school to help these students… We provide in-school experiences such as blowing bubbles, making popcorn and directed play in the sand pit. Community groups are invited to the school to provide experiences for the students (‘Responsible Pet Ownership, RACV, Ambulance Victoria…) Excursions are organised to a farm, fire station, Post Box, Traffic School and Melbourne Aquarium. We hold a junior school sports day and junior school concert. All staff go to great lengths to provide a safe and comfortable learning environment for all students. This often includes providing meals for students at school, groceries for families, school uniforms and emotional support.

“I have found that students in grade one this year have a wider vocabulary than the grade one students last year (2014).” Nicole Portelli (1/2 teacher) “I have noticed that all the children have confident speech and use their words. Although not all the grade 1's are independent writers the ones that are, are adding detail to their writing that I am not accustomed to seeing.” For example: In the creepiest cave ever with the sharpest spikes On the weekend I went shopping with mum and we bought extra groceries.... (not just I went shopping) Jo Harding (1/2 Teacher) This year, I have found that the 2015 Year 1 students have easily grasped the concept of adjectives, nouns and verbs and have more quickly adapted to the use of these terms than in previous years. In addition, they are also showing a greater stamina in being able to initiate and maintain conversations. Carmel Ross (1/2 Teacher) Quotes from 1/2 Teachers

Our students Students really enjoyed trying to extend their oral sentences by using as many Colourful Semantics cards as they could to make their sentences colourful. Students became more aware of the vocab they were using when verbalising their ideas. Students were encouraged to use the correct tense/vocab when speaking. Students loved the Colourful Semantics cards and would ask to use them for all lessons where a discussion was happening. Students often used their individual cards to get their thoughts in order before writing. Some students found it difficult use different sentence starters. Ben went to the park and he went down the slide. At the park, Ben went down the slide.

Student Cards

Planning for 2015: Complete Oral Language Observation checklist for all students (John Munro ICPALER) – In February and again in October. Continue to use Cued Articulation cues in the classroom Use Colourful Semantics everyday to encourage students to speak in full sentences. (Use who, what doing, what and where to start) Encourage students to speak in full sentences from the beginning of the year. Don’t accept one word answers. Complete school based Colourful Semantics Pre and Post test in February for initial data, May for June report writing. Complete second school made Colourful Semantics Pre and Post test in August and again in November for report writing. Incorporate Story Grammar into 1/2 curriculum. Use specialised vocabulary and explain it to students (eg. resilience).