Footscray West Primary School places a strong emphasis on developing literacy skills through meaningful contexts. We believe the study of English is central to the learning and development of creative, confident communicators, imaginative thinkers and informed students. Students develop key strategies and skills to analyse, understand, question and communicate to become ethical, thoughtful, informed and active members of society. We encourage our students to become fluent and expressive writers by exploring a diverse range of text types and purposes for writing. Across the school we incorporate ‘The 6+1 Traits of Writing’ as a way to teach the most important qualities of good writing - Organisation, Ideas, Voice, Word Choice, Sentence Fluency, Conventions and Presentation.
Teachers work collaboratively to plan using the Victorian Curriculum and deliver a consistent approach to teaching literacy.
Daily supported instruction in reading, writing, speaking and listening is based around gradually releasing responsibility from the teacher to student-centred collaboration and independent practice. This is supported through the Tribes process which is an integral part of our curriculum delivery. Student conferences are part of the lesson process to ensure that individual goals are negotiated to help improve learning outcomes in reading and writing for every child. A well-stocked school library and classroom libraries contain a streamlined and current collection of reading material to engage students and support independent reading. All students have weekly access to the school library.
LEVELED LITERACY INTERVENTION
Literacy Intervention (LLI) is a small group, supplementary intervention program designed to support students who are struggling to meet their year-level reading and writing goals. The LLI program is based on Reading Recovery principles. It is designed to give students in Grades 1 and 2 a boost to achieve literacy success. The reasons for reading and writing difficulties are as varied as the children who experience them.
The program is designed to supplement, not substitute, the small-group instruction that students receive in the classroom. Lessons are provided daily and are of sufficient length to ensure reinforcement of new learning and to support accelerated progress. The program is a short-term intervention. It is designed to bring students to year-level performance in an average time of 14-18 weeks. The program involves a strong home/school connection.