High expectations…High expectations…

“To improve teaching and learning

throughout the school”

“To improve teaching and learning

throughout the school”

Critical friend

Modelled and shared teaching

sessionsConstructive 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 readingShared readingOral language

readingOral language readingRead to

readingRead to readingGuided

readingGuided 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 15- 1 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 writingShared writingOral language

writingOral language writingInteractive

writingInteractive writingGuided

writingGuided writing