Literacy Lowdown

Literacy Across the School - Term 1 Update (Prep-Year 6)

Literacy learning has had a strong and purposeful start across the school this term. All students have completed beginning-of-year DIBELS assessments. This data has informed classroom instruction, and students identified for additional support are now participating in regular progress monitoring to ensure strong growth.

Across Prep-Year 6, our literacy instruction follows a consistent model. This consistency builds cumulative knowledge, reduces cognitive overload, increases confidence and ensures no student “falls through the cracks”.

The Grammar Project, designed to ensure a clear, sequenced and consistent approach to grammar instruction across the school. This ensures students not only recognise grammatical structures, but can apply them independently in their writing. We also have a structured Daily Review routine Grades 3-6. This practice strengthens retention, supports automaticity and ensures knowledge moves into long-term memory. It also allows teachers to quickly identify misconceptions and provide timely feedback.

Prep (Foundation)

Prep students begin their reading journey through Sounds-Write, learning:

-Letter-sound correspondences

-Blending sounds to read words

-Segmenting sounds to spell

-Early word reading fluency

This systematic approach prevents guessing and builds accurate, confident decoders.

Students have been orally rehearsing the model text ‘Old Mac’s Farm’, learning its structure and language patterns before innovating sections together. They are now preparing to begin their independent writing and oral retell, applying what they have practised to complete their first unit.

Prep students also receive explicit handwriting instruction, focusing on correct letter formation and building early writing fluency.

Grade 1/2

Students continue Sounds-Write phonics instruction to consolidate automatic word reading and spelling. Comprehension is strengthened through explicit questioning and discussion.

Students have begun their Literature Study of ‘The Boy Who Tried To Shrink His Name’ by Sandhya Parappukkaran.

Students have analysed how authors craft engaging openings and satisfying endings through their model text ‘The Three Wishes’. Through imitation and innovation, they have practised applying these techniques. They are now about to move into their independent writing phase, where they will create their own narrative demonstrating these skills to complete their first unit.

Grammar instruction focuses on building strong simple and compound sentences. Handwriting lessons continue to develop fluency and presentation.

Grade 3/4

In Years 3/4, students use Read2Learn strategies to explicitly strengthen comprehension skills. The focus is not on the topic itself, but on learning how to:

-Identify key information

-Analyse text structure

-Track how ideas develop

-Summarise effectively

Students will also begin their Literature Study of ‘Strangers on Country’ by Dave Hartley and Kirsty Murray.

Students have explored how authors create atmosphere using descriptive language and sensory detail in their model text ‘The Forgotten Plains’. Through shared and guided writing, they have practised building vivid settings.  They are now preparing to begin their independent narrative writing, applying their understanding of setting to complete their first unit.

Grammar instruction includes subject-verb agreement, identifying sentence fragments, apostrophes and verb choice. Morphology (prefixes and suffixes) continues to strengthen vocabulary and multisyllabic word reading. Explicit handwriting instruction supports fluency and stamina.

Grade 5/6

Senior students continue using Read2Learn to unpack complex texts. The emphasis remains on explicitly teaching comprehension processes, including:

-Analysing author intent and perspective

-Examining how information is structured

-Identifying cohesive devices

-Extracting and summarising key ideas

Students will begin their Literature Study of ‘Blueback’ by Tim Winton.

Morphological study (including Greek and Latin roots) continues to expand academic vocabulary.Students have analysed how authors develop complex characters through description, action and dialogue in their model text ‘The Compass’. Through imitation and guided practice, they have experimented with crafting rich character portrayals. Students are now about to begin their independent writing, where they will apply these techniques to complete their first narrative unit.

Grammar and syntax instruction focuses on compound and complex sentences, subordinating conjunctions, punctuation accuracy and cohesive devices. Handwriting instruction continues to support fluency and presentation for extended writing tasks.

Home Reading and Library

Home reading remains a key priority across the school. Regular reading at home builds fluency, vocabulary and comprehension stamina. We thank families for their continued support. Students borrow books weekly from the school library, encouraging reading for enjoyment and independent choice - an essential part of becoming lifelong readers.

We are proud of the strong start students have made in literacy this term. We are building confident, capable and thoughtful readers and writers. 

Hugh - Literacy Learning Specialist