At St Christopher’s, we believe that a successful language program is one in which reading, writing, speaking, listening and viewing are integrated in a supportive and stimulating environment. Students are supported in becoming multiliterate, which means that they can make meaning from texts of all types, including written, spoken and visual, and use these text types for their own communication purposes.
Literacy is taught through a whole/small/whole group model for learning. This enables the teacher to differentiate the teaching focus and learning experiences to cater for individual children’s needs. The role of the teacher is to provide contexts for learning that will enable children to develop control of language and enjoy using it, so that they can interact effectively in a literate society.
A range of interventions exist to support students who require further assistance and to cater for those requiring extension in the area of Literacy. Included in these interventions are programs such as Reading Recovery, Levelled Literacy Intervention (LLI), Oral Language Supporting Early Literacy (OLSEL), Group Reading Easy Texts Aloud daily (GREAD), Rapid Automatised Naming (RAN), Year Prep-6 Target Teaching groups and Writer’s Notebook to extend our more able writers.