EAST BEECHBORO OPERATIONAL PLAN 2015 YEAR 2-3 ENGLISH 2014-2016 Business Plan October 2014
SCHOOL PRIORITY: Reading (Literacy)
Professional Learning on the Australia Curriculum (English) utilising the SCSA Website and WA Curriculum.
  • Language: knowing about the English language.
  • Literature: understanding, appreciating, responding to, analysing and creating literature.
  • Literacy: expanding the repertoire of English usage.
/ STRATEGIES TO SUPPORT EARLY INTERVENTION and SAER
Deputy Principal SAER coordinator
  • Use of referral processes as appropriate
  • Identified students at risk may be placed on IEP or on a GEP
  • Application of screening tools
  • School Risk Register completed by teachers in Term 4
  • Additional EA as allocated

CROSS CURRICULUM
Integrate and explicitly teach English Conventions across all learning areas
  • Use of interactive media programs and processes to enhance classroom teaching.
  • Student use of Information and CommunicationTechnology
  • Sustainability
  • Aboriginal and Torres Straight Islander histories and cultures.
  • Asia and Australia’s engagement with Asia.
The cross curriculum priorities are embedded in the WA Curriculum and will have a strong but varying presence depending on their relevance to the learning area.
PLAN FOR PUBLIC SCHOOLS
• Ensure at least 50 per cent of curriculum time in primary schools is spent teaching literacy.
• Refocus resources to ensure targeted support and personalised learning programs for those students not reaching the national literacy and numeracy assessment benchmarks.
• Develop resources that help parents to engage in the early literacy and numeracy development of their children.
• Ensure effective whole-school approaches are targeted at closing the achievement gap between Aboriginal and non-Aboriginal students.
OUTCOMES / INDICATORS OF SUCCESS / STRATEGIES / ACTIONS
Literacy / RESOURCES
Writing
NAPLAN Data
Bottom 20%
Year 3
2014: 7%
Top 20%
Year 3
2014: 48%
Spelling
NAPLAN Data
Bottom 20%
Year 3
2014: 17%
Top 20%
Year 3
2014: 28%
Reading
NAPLAN Data
Bottom 20%
Year 3
2014: 28%
Top 20%
Year 3
2014: 15%
Grammar and
Punctuation
NAPLAN Data
Bottom 20%
Year 3
2014: 15%
Top 20%
Year 3
2014: 30% / Bottom 20%
Aspiration Target
Year 3
2015: 20%
Top 20%
Aspirational Target
Year 3
2015: 30%
Bottom 20%
Aspiration Target
Year 3
2015: 40%
Top 20%
Aspirational Target
Year 3
2015: 24%
Year 2 Benchmark
80% of students at or above SA Spelling Test age 8 years.
Year 3Benchmark
80% of students at or above SA Spelling Test age 9 years.
Bottom 20%
Aspiration Target
Year 3
2015: 24%
Top 20%
Aspirational Target
Year 3
2015: 20%
Year 2 Benchmarks
80% at instructional PMlevel 22 in both fiction and non-fiction texts
Automatic recall of Oxford Word List Plus words 1-300
Year 3 Benchmarks
80% at instructional PM level 27 in both fiction and non-fiction texts
Automatic recall of Oxford Word List Plus words 1-404
80% achievement on Cars Reading Comprehension Assessment Level C
Bottom 20%
Aspiration Target
Year 3
2015: 30%
Top 20%
Aspirational Target
Year 3
2015: 15% / Each class to commit to 2hr minimum English block per day (including explicit teaching)
Language and Literacy
Writing
  • Daily writing experience
  • Writing for a purpose: setting tasks which produce materials for use in other contexts eg: buddy class, library etc
  • Explicit teaching of text types:persuasive texts, narratives,recounts, reports, procedures etc.
  • Structure and Language features of texts including punctuation, structure of writing, subject-verb agreement, parts of speech etc
  • Explicit teaching of Syntax (Grammar)
  • Use of dictionaries
  • Explicit teaching of Presentation: Printing /Handwriting
  • Explicit teaching of skills within test context using NAPLAN resource materials available through DoE portal.
  • One Common Assessment and moderation task: Year 2 – one per Term
Year 3 – one per Semester
  • Collaborative planning sessions
  • PM Writing Text type structures to be explicitly taught
Spelling
Whole school Spelling strategy to be implemented.
Two key documents are to be followed.
  • Australian Curriculum: English Spelling Scope and Sequence document. SCSA documents.
  • DIANA RIGG program documents.
All staff agree to implement the following strategies:
  • Diana Rigg Scope and Sequence and strategies
  • Spelling Journal Approach
  • Explicit, systematic teaching of Phonics and Spelling
  • Explicit word study lessons
  • Explicit Dictation lessons
  • Extensive use of word charts and environmental print
  • Cross setting where appropriate
  • Consistent homework
  • Explicit dictionary skills taught
Reading
Literacy
  • Use of Guiding Reading strategies and cross setting groups as per EBPS Guided Reading policy
  • Running Records once a semester to ascertain progress information for target setting. (PM Bench Mark)
  • Nightly home reading, age appropriate.
  • Explicit teaching of Comprehension skills and strategies.
  • Employ visual learning strategies and prompts to support reading experiences.
  • Incorporate ICT to support programs. (see resources)
  • Text conventions: A variety of text types.
Grammar and Punctuation
  • Explicit teaching of grammar and punctuation based on Diana Riggstrategies
  • First Steps strategies
  • NAPLAN planners in Term 1 (Year 3)
  • Use Dictation activities to emphasise and model correct grammar and punctuation
  • Use of correct terminology for Grammar and Punctuation
Oral Language
  • Explicit teaching of vocabulary
  • Explicit teaching of sentence structure
  • Explicit teaching of chants, rhymes, poetry, songs, nursery rhymes
  • Explicit teaching of structure of conversations, discussions and oral presentations
  • Awareness of Non verbal techniques through explicit teaching and modelling
  • Explicit teaching of listening and speaking behaviours
  • Explicit teaching of conversational skills
  • Use of technology to support learning: photo story, video, tape recorders, power point etc
  • Public speaking opportunities.
Language for interaction (Pragmatics)
Year 3
  • Explicit teaching of social conventions
  • Explicit teaching of interaction skills
  • Explicit teaching of listening and communicating
  • Explicit teaching of appropriate language
  • Explicit teaching of participation in collaborative discussions
  • Explicit teaching of understanding and appreciating others’ views
Literature and context
Responding to literature
Examining literature
Creating literature
NAPLAN PLANNING
Year 2 and 3 teachers to review NAPLAN and diagnostic data and examine current school practices with view to implementing strategies to inform teaching and learning programs Term 4 2015 & Term 1 2016 in NAPLAN Preparation
Literature / The Australian Curriculum (English)
SCSA DoE K to 10 Curriculum
DoE NAPLAN Resources.
PM Writing Big Books
Australian Curriculum: English Spelling Scope and Sequence document
Diana Rigg Phonic and Sight Word Sequence
ICT: web sites and software programs to support classroom programs Word Shark and Reading Eggs and iPad Apps
DoE online resources
Ideal Resources
South Australian Spelling test
Spelling Journals
First Steps
Oxford word list
SCSA on line resources
Use NAPLAN Data on “N” Drive from previous year to inform areas of need.
DoE NAPLAN planner Language Conventions
Web Based resources iPad Apps
Sunshine Classics (big books) Sails
Margaret Menner First Steps
Reading Eggs SCSA
Word Shark EARS Data Springboards Cars & Star
Comprehension Box
PM Guided Reading Books
PM Benchmark Kit
PM Writing Big Books & PM Bench Marks
Home reading texts
NAPLAN Planner
IR (Literacy Pack)
Professional Learning
EBPS Guided Reading Policy
English Learning Area Scope and Sequence documents
Australian Curriculum: English
ABC Reading Eggs
ACARA
Phases of development
Use DoE K-10 descriptors
DoE NAPLAN Planner and Guidelines
SCSA On Line Resources
First Steps Speaking and Listening documents
CROSS CURRICULA LINKS
Humanities and Social Sciences / VISUAL ARTS / SCIENCE
Research Skills
  • Explicit teaching of research and Library skills
/ Arts in Society
  • Appreciation
  • Analysis
  • Reflection
  • Expression
/ Primary Connections
  • Planning investigations
  • Recording
  • Procedure
  • Analysis

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