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Reading Policy

At St Peter’s reading is explicitly taught in all classes P–6. Student needs, identified through the collection of data form the basis for reading instruction choices. 

Introduction

The singular use of any one approach to the teaching of reading can no longer be considered appropriate because it fails to take into account the diverse literacy demands of the 21st century.  Reading is no longer only about the printed word. It now involves making meanings with texts that use a range of semiotic systems and multiple modes, and may be delivered by a range of technologies.
 

What will be different about how reading is taught at St Peter’s?

All classes will use literacy blocks for 2 hours a day
(Reading Hour and Writing Hour), four days a week.

The structure for the Reading Hour and Writing Hour is referenced from Flying Start

The classroom reading program will contain all of the following 4 Components:

  • Modelled reading (teacher reading to the students- this can occur in multiple contexts),
  • Shared reading (whole class with access to the text – focus is on teaching the Four Resources).
  • Guided Reading (teacher instructing small groups, with students matched to text – focus is on individual instruction).
  • USSR (uninterrupted, silent, sustained reading – focus is on independent reading) 

Through these four components all students will be regularly engaged in:

  • Collaborative meaning making
  • Frequent reading practice

The teaching of reading at St Peter’s is a balanced approach and exhibits all the elements of the Research-Based Reading Program (2002, Texas Education Agency)

What is the Research-Based Reading Program?

The Research-Based Reading Program has identified essential elements for reading instruction. The elements should not be considered as rigid, sequential categories; rather, they are interrelated. All elements are essential for learning to read and may occur in a variety of contexts.
 
Children need to have opportunities:
  • to expand their use and appreciation of oral language
  • to expand their use and appreciation of printed language
  • to hear good stories and informational books read aloud daily
  • to understand and manipulate the building blocks of spoken language
  • to learn about and manipulate the building blocks of written language
  • to learn the relationships between the sounds of spoken language and the letters of written language
  • to learn decoding strategies
  • to write and relate their writing to spelling and reading
  • to practice accurate and fluent reading in decodable stories
  • to read and comprehend a wide assortment of books and other texts
  • to develop and comprehend new vocabulary through wide reading and direct vocabulary instruction
  • to learn and apply comprehension strategies as they reflect upon and think critically about what they read