Madison Park

Nurturing the potential in our community

Madison Park

Nurturing the potential in our community

Madison Park

Nurturing the potential in our community

Madison Park

Nurturing the potential in our community

Madison Park

Nurturing the potential in our community

Teaching and Reading

Research shows that well balanced Literacy abilities contribute to the social,

economic and physical wellbeing of children’s lives.

 

The school’s new Site Improvement plan identifies Literacy as one of the priorities for Whole School Improvement. School data shows 80 – 90 percent of students are improving between one year and the next. Progressive Achievement Testing data also shows larger numbers of children achieving the Standard of Educational Achievement than in previous years. However, within this data we see that many students are having difficulty with more complex reading tasks and others are still not meeting our targets.  Teachers have identified the need to significantly improve the teaching of reading in the school so that students can read proficiently, think deeply and problem solve in order to achieve both school learning goals and future work place challenges.

The school staff have begun the year by working with Literacy specialist, Stephen Graham. Staff learned how to use Guided Reading as a strategy to teach children how to become balanced readers. Guided Reading sessions involve a teacher working with a group of children focusing on identified objectives and strategies to be taught through the course of a twenty-minute session.

Through this work the school has formed some new goals:

For every child to become a balanced reader, reading at their chronological age, that is, level 30 by age 12.

  • A balanced reader is able to:
  • Decode text
  • Students read the words, identify letter – sounds, spelling patterns and recognise high frequency (sight) words
  • Read with Fluency and Phrasing

Fluent readers recognise words quickly and read with good pace and expression. They do not have to pause to sound out words or hesitate at unknown words. They are able to use grammar cues within the text to read with expression. These skills allow a reader to focus on the content of the text they are reading and support their understanding, or ‘comprehension’ of the text.

Read with Comprehension

Good readers use a range of strategies while reading such as making predictions before reading, making connections to personal experiences and knowledge, and engaging in self-monitoring (on-going checks of their understanding of the text). They are able to understand the text on 3 levels, information that can be directly found in the text (here questions), information that is in the text but cannot be found directly (hidden questions) and information that the student needs to think about and decide based on their thinking (head questions). Teachers at Madison Park will be using this as the basis for their questioning during Guided Reading.

What does this mean in class?

Teachers in Year 1-7 are currently conducting Running Records to assess every child’s Reading Fluency and Comprehension. Many teachers are finding that some children being given levelled readers at a higher level than is effective for teaching purposes, as some students can decode the text very well but do not read with fluency and comprehension as well at this level.

As we are working to produce balanced readers, some children will be directed to read books at a lower level.

If your child tells you that they are being given levelled readers at a lower level than that were last year, don’t be concerned. The teacher is applying world class practice and is working to enhance your child’s abilities as a balanced reader. The lower level will enable your child to build Fluency and Comprehension as well as Decoding skills.

When children bring books home this is for independent reading practice. These books will be several levels lower than those they read with the teacher. This is because we need children to practice reading independently at home. Home reading should not be a struggle; children need to be able to read at home confidently and practice fluency. Most of all reading at home should be fun!

This approach to teaching reading will affect every child in the school from Reception to Year 7.

Our goal is to significantly improve every child’s reading ability, and for every child

to read at their chronological age by the end of primary school.

If you would like to know more about reading at Madison Park please speak to your child’s teacher.

 

Gratitude

Gratitude is a skill.  An attitude of gratitude is a positive way of looking at life.  Gratitude can increase our children’s happiness, teach them to be more empathetic and help them to be more thankful for everything they have.

A gratitude journal is, quite simply, a tool to keep track of the good things in life. No matter how difficult and defeating life can sometimes feel, there is always something to feel grateful for.

Below are some ideas to promote gratitude. 

Madison Park Disability Unit

Special Education Team

5 Classes with teachers & SSOs

Coordinator

(More Details coming Soon)

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