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LITERACY. At Preston Girls Secondary College. All students can learn to read and write well. Goal of Whole School Literacy Programs: To have all students on grade-level within three years of implementing the program. . Merging of Two Programs.

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At Preston Girls Secondary College

All students can learn to read and write well.

Goal of Whole School Literacy Programs:

To have all students on grade-level within three years of implementing the program.

merging of two programs
Merging of Two Programs
  • We have a large group of students without basic decoding skills
  • John Munroe believes these are pre-requisite skills
  • Carol Christensen offers a program to teach basic decoding skills
  • At our school we are running both programs to ensure those without pre-requisite skills are catered for
the start
The Start
  • Decided to focus initially on year 7’s and 8’s
  • Tested all year 7’s and 8’s with the TORQ 3 test
  • Based on their results put into groups- 6 times a fortnight, 37min session
what is decoding
What is decoding?
  • Written text is a code for spoken language.
  • To read, students must learn to ‘crack the code’ – or decode.
  • Spelling is the opposite process: students must turn spoken language into written text – or encode.
what is it like not to be able to decode
What is it like not to be able to decode?

Find the fast way to get from A to B.

Line 1 Line 2 Line 3 Line 4






decoding 6 students in a group
Decoding (6 students in a group)
  • Letter sounds are introduced in small groups 6 intially then 1-2 new sounds a lesson
  • Say the letter sound
  • Think of a word starting with that letter
  • Blending practise of list words (4 new words per lesson)
  • Spelling test
  • Read through list and do a time trial
  • Finish with reading aloud- either students or teacher
  • Video
  • Run the same program as Decoding but move through it faster, do two lists in a lesson

What students are like

  • Have decoding skills
  • Often lack expression when reading
  • Can’t answer questions related to the text
  • Can’t answer questions when text is read to them
  • Strategies
  • Predict
  • Clarify
  • Summarise
  • Ask questions
critical literacy
Critical Literacy
  • Larger groups
  • Work at improving their meaning making motor
  • Analysing
in all classes across the school
In All classes Across the school
  • We are introducing John Munroe HRLTS so these can be used in other classes to further improve skills and focus on literacy
  • We have run two PD sessions on GKR
  • We have asked staff to have a buddy from another faculty
  • Have given staff 20 mins planning time in one of the sessions to plan using GKR in a class in the next week
  • Next meeting we have randomly chosen 6 staff to talk about their experience
  • Plan to introduce Vocabulary
to aid us in implementing these strategies school wide
To Aid us in Implementing these strategies school wide
  • Got 3 early finishes approved by school council
  • We plan to run a PD session at each of these

Already Getting Knowledge Ready

Session 1 Vocabulary

Session 2 Reading aloud, paraphrasing what questions does the text answer

Session 3 Summarise and review

Posters in every room

Beginning of next year ½ day devoted to revising strategies and how they have worked