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Early Years Reading Policy Vision A community that embraces a lifelong passion for literature. Rationale That we provide a supportive learning environment which values and respects the previous learning experiences of our students and acknowledges the different learning style of all students. We embrace a wide range of approaches and practices to develop literacy skills. The programs are dynamic and developed through the critical reflection of educators. As such, they reflect changing pedagogies and embrace a wide range of programs and opportunities to develop in students an enjoyment and a sense of responsibility for their own reading development and lifelong learning. Reading is viewed as an integrated part of the curriculum and can incorporate spoken, written, visual and multimedia communications. Parents are crucial partners in this process and are encouraged to be involved. Outcomes Students:
Home Reading Reading at home is a significant opportunity for parents to support the reading development of their child. As such, regular information sessions and reporting to parents is vital. Home reading should be positive, warm, cosy, regular, fun and a chance for parents and children to spend quality time together (minimum 5-10 minutes for Receptions, 10-20 minutes for year 1s and 2s). Research has consistently shown that this has a significant impact on the reading development of children. First term Reception students – borrow books from the Library and participate in a learning program that includes:
Then students will take home a beginner reader until they demonstrate readiness to be tested for a reading level (i.e. PM Benchmarks) Junior Primary students who achieve level 26 will progress to a range of alternate texts (i.e. Lexile, non-fiction, short novels, etc) Teachers will use their professional judgement if individual differences in student achievement necessitate change from the general guide of home reading. Every child will be tested at least once per term or more frequently according to the teacher’s professional judgement (red literacy folder). Teachers support students to be responsible for changing their books with the aim of becoming independent in this process. Each reader needs to be read 3 times with/by an adult before the book is changed with a focus on the use of illustrations to confirm to text until children reach Level 15. This repetition will develop fluency, understandings and confidence. Teachers or an adult will read to children everyday through various means (i.e. poetry, songs, books). Programs/resources/materials include:
Beyond the Classroom Resource Centre Exposure to the basic skills/procedures in borrowing within the first term of school by visiting twice a week. Other activities to be provided to support the classroom program.
Public Library Visits Class teachers could involve students in visits to the Aldinga Public Library. Permission for these visits will be required from parents/caregivers. APPENDIX ONE
THE FIVE ESSENTIAL LEARNINGS INCLUDE:
Futures – learners develop the flexibility to respond to change, recognise connections with the past, conceive solutions for preferred futures and demonstrate life long learning.
Identity – learners develop a positive sense of self, groups and others, understand how identity is constructed and respect individual and group differences.
Interdependence – learners work in harmony with others and for common purposes, within and across cultures and understand what is needed for sustainable social and physical environments.
Thinking –learners become independent and critical thinkers, with the ability to appraise information, make decisions, be innovative with ability to devise creative solutions and understand themselves profoundly as thinkers and learners.
Communication – learners communicate powerfully using literacy, numeracy and information and communication technologies and have an in depth understanding of how communication works.
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