High expectations… “To improve teaching and learning throughout the school”

Critical friendModelled and shared teaching sessions Constructive feedback Structured and explicit teaching Planning and teaching using focus sheets Continual assessing for teaching and learning Professional learning teams (all staff) Leadership walks/ collegiate visits

1 hour block to be conducted at 9am throughout the WHOLE school 15 min whole class focus shared reading X2 20 min rotations with use of a task board to direct activities Teacher conducts small group reading instruction on floor according to student needs Students not with teacher to be undertaking reading activities independently eg: computers, listening post, big book reading, independent reading, poems, language games etc

Clear and simple Student names written twice, on each side indicating 2 separate rotations Pictures and labels of learning activities for students to know what station they are working on Individual student names on tags, NOT in set groups to support flexible and interchangeable groups X 2 20min rotations, incorporating a variety of activities- some on a regular basis, some changed weekly

How am I challenging my students to think about, talk about, explore and enjoy reading? What are my students learning about themselves as readers? How can I be the best teacher of reading instruction that I can possibly be? Used to assist planning and instruction of reading block Assists in assessment and data collection Used to guide further instruction that is up to date, relevant and more accurate for student needs. Based on reading block of 15 min shared reading whole class instruction X 2 20min rotations small group instruction 5 min share time

Shared reading Oral language reading Read to reading Guided reading

Accurate and up to date monthly running record levels tracked in the Prep to 2 level Staff are all accountable and work closely with whole staff team to discuss and track all students in Prep to 2 level Discuss and celebrate celebrations and successes, while also monitoring and following up concerns Data is updated monthly, alternating with seen and unseen texts Oral language scores are also included to track comprehension levels and support meaning of the text.

Assessment used in Prep to 2 level to determine students’ oral language development Series of 15 statements that children are asked to repeat exactly as heard Sentences become harder and more complicated as the test goes on Students are given a score out of point for each sentence correctly repeated back Tests are administered 3 times per year Link between oral language development and comprehension of texts eg: low oral language score= lack of understanding, sentence structure, grammar, loss of meaning when reading etc a 6 year old student is expected to be able to achieve a score of 15

1 hour block to be conducted at 10 am throughout the WHOLE school 15 min whole class focus shared or modelled writing 20 min teacher small group instructional teaching on floor Other students complete writing tasks independently during writing process 5 min of teacher making observations of several students 10 min of teacher conferences with 2 students 5 min whole class share time

Shared writing Oral language writing Interactive writing Guided writing