Literacy

In Term Three, Level Four learners will be enhancing their understanding of Literacy concepts by unpacking the language features from a variety of non-fiction texts, which entails Explanation Texts and Biographies. We will continue to expand our learners’ understanding of reading through exploring a wide range of non-fiction and fiction texts, with a focus on the different levels of comprehension. Writing will focus on applying the skills that we analyse in reading and transferring these to write explanation texts and biographies. 

Students will be guided by their personalised CAFE and VOICES learning goals to engage with a variety of independent and group learning tasks. Weekly Sustained Reading and Writing sessions will be held to target and build on the student’s fluency and creativity in literacy.  

Learners will be presented with a variety of opportunities to build on their speaking and listening skills through naturally occurring opportunities such as; turn and talk’s, class discussions during lessons, show and tells, class meetings, as well as other structured opportunities.  

Our Spelling focus will build on our students’ capacity to recognise different spelling patterns, including using subject specific language in reading and writing by engaging deeply with subject-specific vocabulary that will support the development of skilfully written non-fiction texts.  

Some valuable ways you can support your child at home in literacy: 

• Share examples of a wide range of Explanation Texts that explain how things work or why things happen. 
• Discuss people who you find inspirational with your child. 
• Have your child interview family members to hear their life stories (biographies of their life) 
• Share stories of inspirational people from your own life experiences or own culture  
• Encourage your child to read explanations and biographies at home or to select these genres for their ‘good fit books’ on Epic or from the library. 
• Ask your child to explain the features of the non-fiction texts they read such as the glossary, contents, index, captions under photographs or labelled diagrams, such as ‘what does this diagram represent?’, ‘what is the purpose of a glossary?’, etc.