Literacy

We work in the context of collective responsibility for students' literacy learning.  We share knowledge and understandings about what improves literacy learning, what students' literacy needs are and how literacy goals will be achieved. We encourage our students to drive their learning. 

This approach ensures that all students make progress and achieve success in literacy from Prep to Year 6. This understanding underpins a balanced approach to the teaching of reading, writing and oral language.  These essential components form the basis of a rich literacy program. Our Literacy Program uses data to identify students’ strengths and challenges.  Data drives the learning for the whole class explicit teaching session, the focused teaching group and the one to one conference, as well as the small group learning encounters. 

Reading, writing and oral language is fundamental to learning about and engaging with the world around us.  These skills permeate all areas of the curriculum and are vital for lifelong, independent learning.  This commitment is reflected in the planning, teaching and assessing of the Literacy program that is delivered from Prep to Year 6.

Reading Recovery

Reading Recovery is an early intervention program, which forms part of School of the Good Shepherd’s literacy program. Reading Recovery is the recommended one to one tutoring program for students experiencing literacy difficulties after one year of school (Year 1 only). Its aim is to improve the reading and writing skills and promote independence.




Levelled Literacy Intervention

Levelled Literacy Intervention System (LLI) is a small-group, supplementary literacy intervention designed to help teachers provide powerful, daily, small-group instruction for students from  Year 2-6 experiencing reading difficulties. LLI supports learning in both reading and writing and it helps students expand their knowledge of language and words,  and how they work. The goal of LLI is to bring students to grade level achievement in reading. It is important to know and understand that the best interventions occur within the differentiated way we deliver curriculum in classrooms.