Literacy

AIMS OF MT HUTT LITERACY PROGRAMME

We believe that reading, writing and oral language are integral to
the learning area of English and to the key competencies (thinking
and using language, symbols and texts) (pg 5 Reading and Writing
Standards). These areas of literacy link together, and cannot be
taught in isolation of each other.
To ensure effective practice in teaching literacy we have:
Knowledge of literacy learning and choose appropriate texts
that meet the demands of the curriculum
Knowledge of the learner by linking in with prior knowledge
ensuring a pathway of progress for each learner
Instructional strategies that we use when working with
students using the standards and progressions, to guide us
with evidence-based instructional strategies and approaches.
Engaging learners with different texts thinking carefully
about what texts we select in order for students to be able
to reflect on their experiences (connecting with students
through prior knowledge)
High expectations expectation that all students achieve at
or above the National Standards
Home/school partnership acknowledging the importance of
lining between school and other contexts such s their own
families, whanau and community. We strive to build on
shared experiences with families/whanau keeping
communication open and honest.
Our Literacy Programme incorporates our inquiry unit, promoting
the curiosity of childrens thinking, through talk, wonderings and
responses.
We believe in a balanced writing and reading programme which
provides for modelled, shared, guided and independent reading and
writing activities (see Sheena Cameron diagram pg 19 The Writing
Book).
Modelling this is the highest level of teacher support. As the
teacher, you show the students whats going on in your head as you
are writing/reading (thinking aloud). Watch me and notice what I
am doing as I tell you whats going on in my head.
Shared writing/reading again a high level of teacher support is
used, however this time students are also involved in helping the
teacher in the process of reading/writing. Ive shown you how I do
it now lets do it together.
Guided writing/reading this approach involves students writing
independently with guidance and support from the teacher.
Generally more of a small group approach. This is where
instructional reading fits into our Literacy Programme. Have a go
by yourself, but I will be here to guide you.
Independent writing students write and read by themselves. This
is possible when the students have a clear understanding of the
purpose and have the knowledge to complete the set task. Now
you can write independently with support and feedback from
others.
Spelling the spelling programme is based on the Essential Word
Lists. Students tested regularly with unknown words becoming
spelling words for future weeks. Students are tested weekly with
incorrect words staying as spelling words for coming week.
Expectation is on students getting their words correct each week.
A spelling activity is incorporated into the reading rotation each
week.