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How does LLLL program cater for the yr 2? When decidable texts are supposed to be faded out?

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QUESTIONS

What programs do we currently use in 3-6? Do the programs cover all aspects of the curriculum.

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Question.

How will this change the way we report?

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Strategies for extension students, especially in the higher years. Are there programs in place?

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DIFFERENCES

Removed Predictable Texts

Removed Onset and Rime

Sentence Stems help connect common threads across the achievement standards.

QUESTIONS

PROFESSIONAL LEARNING

I think it would be good to either train the P-2 team in Little learners so everyone is teaching the program consistently.

I think it would be good for the Action Team to look at the checklists from the videos and assess how well our school is achieving the items checklisted.

It would be good to audit our planners and work out how much time is given to the different aspects of teaching literacy.

It would be good to assess all our students using the one test and see where common areas are challenging our students. This could form a focus for PL.

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Q3 - modelling or observing other schools best phonics practice

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p-1 mainly decodables and year 2 more meaningful text

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PD on addressing 2.0 curriculum literacy components with EAL students

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Re Q3 - programs to support phonics - e.g cued articulation especially maybe EAL students?

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Professional learning to get the most out of spelling lessons in the older year levels

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Interested in phonics for students with modest English skills.

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Question - how will we ensure consistency of practise through the school

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1. 2.0 is more explicit and user friendly. The new curriculum allows students and teachers to slow down their teaching and learning and have a better understanding of the content

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Deletion of onset and time.

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Question 1: 2.0 has more of a sequential look at the skills students should be developing as they progress

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There’s a place for decodable texts and less predictive texts.

More emphasis on developing fluency in reading.

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Prediction texts being phased out as well as onset and rime

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Interested in some professional development in how to meaningfully teach morphology to students

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2.0 seems more specific about breaking down the areas of literacy and the amount of emphasis that should be placed on sub-strands for each year level.