At Warrnambool Primary School we are proud of our approach to literacy instruction. We are committed to every child building solid foundational skills in reading, writing and spelling.
Learning to read and write are not natural processes. We reference a large body of research around how learning occurs, and align research with effective evidence-based instructional methods.
Our approach to literacy instruction is structured literacy. From Foundation to Year 6, literacy instruction is consistent and systematic, providing students the opportunity to develop cumulative understandings of how all aspects of spoken and written language work, and how to apply that knowledge to their reading and writing. Students develop critical thinking skills to analyze and decode written language, and to make meaning of what they read. Teachers follow clear skill and knowledge sequences and deliver instruction through explicit and direct instructional steps. Instruction at all levels is multi-sensory. Students use more than one sense at a time (sight, hearing, speech, movement, and touch) to consolidate their learning. Previously taught skills and knowledge are reviewed to build fluency and automaticity.
Literacy instruction at Warrnambool Primary School incorporates six key components including:
- oral language – speaking and listening;
- phonological and phonemic awareness – understanding syllables and sounds in words
- phonics – learning about letters and letter combinations, and the sounds they represent
- vocabulary – learning about words, their meanings, word origins
- fluency – automatic word recognition for smooth, expressive oral reading
- comprehension – understanding of spoken and written language
Reading instruction across the school stems from structured multi-sensory experiences for early years students in Foundation to Year 2. Each day students participate in oral phonological and phonemic awareness activities where they learn how sounds can be manipulated within the spoken word, followed by structured synthetic phonics instruction where students learn to crack the code of our English language (26 letters of the alphabet that represent 44 speech sounds via approximately 175 sound spellings).
Phonics instruction is explicit and sequential. The focus is learning to read and write at the word level, before moving to sentences. Students begin by learning to read simple decodable texts. As word reading and decoding skills are embedded, they read texts of increasing complexity, promoting enjoyment, independence, and understanding in reading.
Reading instruction across the school stems from structured multi-sensory experiences for early years students in Foundation to Year 2. Each day students participate in oral phonological and phonemic awareness activities where they learn how sounds can be manipulated within the spoken word, followed by structured synthetic phonics instruction where students learn to crack the code of our English language (26 letters of the alphabet that represent 44 speech sounds via approximately 175 sound spellings).
Phonics instruction is explicit and sequential. The focus is learning to read and write at the word level, before moving to sentences. Students begin by learning to read simple decodable texts. As word reading and decoding skills are embedded, they read texts of increasing complexity, promoting enjoyment, independence, and understanding in reading.
Learning about words continues in Years 3-6 where spelling and vocabulary skills and strategies are explicitly taught. Students explore topic words and subject specific vocabulary through morphology (the study of words and their parts), etymology (the history of the origin of words), and syntax (how words are used within sentences to construct meaning). Focused vocabulary study is linked to thematic science and humanities topics in all year levels. Students learn base words and their meanings, and how prefixes and suffixes can change the meaning of a base word. This instruction opens a world of knowledge and understanding for our students.
Reading fluency is a focus in all year levels. Students participate in daily partnered fluency activities. Our junior classes move from the fluent reading of sounds and words with their current letter-sound knowledge, to word lists, sentences and decodable texts. Our Year 3-6 classes focus on reading more detailed texts with accuracy, expression, and appropriate pace.
Comprehension is taught through modelled and shared reading of complex texts. Teachers model the reading of these texts to students. This ensures students are accessing language structures, content, and sophisticated vocabulary before partnered and independent reading of the text. We aim to build the background knowledge that students have on topics by selecting a wide variety of texts and topics that align to other subject areas. At all levels, students are supported to think deeply about the themes, knowledge, vocabulary, and structures in texts to think about their reading, and to enhance literal and inferential understandings.
Writing is the process where students communicate their ideas in print. At Jamo, letter formation and handwriting are explicitly taught in all year levels. We implement an engaging teaching framework for writing instruction where students learn a model text through oral imitation with accompanying actions appropriate to each year level. Focus is on key vocabulary, grammatical sentence structures, text features, and sentence mastery. After reading and analysing a model text, students work through the stages of innovation and independence. Our aim is for students to learn to write with confidence, fluency, and imagination.
Students are exposed to rich reading experiences. A collection of quality literature including picture story books, short stories, novels, poems, and non-fiction texts, has been established at each year level. Texts from these collections are read to students in all classrooms for enjoyment throughout the year. These reading experiences further expose all students to language structures, vocabulary, and social context, and provide opportunities to build background knowledge and comprehension.
Structured literacy is effective for all learners, and leads to greater success in school and beyond. At Warrnambool Primary School, we strive to ensure the best possible literacy outcomes for all our students.