This document provides information about literacy and numeracy instruction at STM school. It discusses the components covered in literacy and math blocks, and the structure of whole class and small group instruction. It describes how the school caters to individual student needs through data-driven grouping, collaboration with support staff, and differentiation of lessons. Intervention programs like Reading Recovery and ERIK are outlined. The document also discusses spelling and personalised learning initiatives being developed, and ways for parents to stay informed about their child's learning.

1. LITERACY & NUMERACY WEEK
WALK AROUND
Literacy & Numeracy at STM

2. What is covered in the literacy block?
Decoding
Reading Comprehension
LITERACY
Handwriting
Writing Author’s craft
Spelling
Speaking & Vocabulary
development
Listening Receptive/ expressive
Language

3. What is covered in the maths block?
Number
Mathematically Space
Working
Structure
Measurement
Chance and Data

4. Structure of classes
WHOLE CLASS INSTRUCTION
Small group tasks
WHOLE CLASS REFLECTION

5. Structure of classes
WHOLE CLASS INSTRUCTION
WHOLE CLASS TASK COMPLETION
- TEACHER ROVES
- TEACHER WORKS WITH TARGET GROUP
-TEACHER WORKS WITH INDIVIDUAL
WHOLE CLASS REFLECTION

6. Structure of classes
WHOLE CLASS MODELING
guided student
attempts
WHOLE CLASS MODELING
guided student
attempts
WHOLE CLASS MODELING
guided student
attempts
WHOLE CLASS REFLECTION
Once the skill has been developed in this way
children will complete task independently

7. How do we cater for individual
needs in our classes?
1) We use data to help determine what children do every day
- formal testing
- running records
- questioning
- C.A.R.S graphs / S.T.A.R.S tasks
- work samples
- anecdotal notes
- children’s self reflections ( share time)
- children’s goal setting
2) We group children to enhance and facilitate their skill development
- mixed ability
- like ability
3) Teachers work with children as a whole class, in small groups and on an individual basis

8. How do we cater for individual
needs in our classes?
4) Classroom teachers work in conjunction with many people to help cater for each child
effectively (e.g. leadership, numeracy & literacy leaders, reading recovery teacher, special needs
coordinator, C.E.O. personnel [speech pathologist, visiting teachers, psychologists, educational
advisors] and also other teachers across the school)
- professional discussions
- P.L.T meetings
- T.A.P.S meetings
5) For each lesson and also each small group task in Numeracy and Literacy there is a specific
focus identified.
- Foci relate to the curriculum
- Foci are recorded on daily planners & task boards
- Foci are made explicit to the children

9. How do we cater for individual
needs in our classes?
6) curriculum content is taught within a context as much as possible
- challenge based learning
- real life contexts
- embedded in inquiry unit
7) teaching attempts to incorporate different learning styles
- multiple intelligences
- technology ( ipads, laptops, whiteboards, computers)
- software programs (garage band, quick time, imovie, pages, keynote, word, excel)
- listening posts
- readers theatre
- language experience

10. How do we cater for individual
needs in our classes?
8) Extension initiatives:
- personal I.L.Ps
- Literacy extension sits within inquiry
- writing competitions
- Premiers reading challenge
- Mathletics
- Maths Talent Quest
- Gateways
- Australasian Problem Solving Mathematical Olympiads ( APSMO - known @ STM as MOPS)

11. How do we cater for individual
needs in our classes?
9) Intervention:
- Personal I.L.P
- Mathletics
- referral to CEO specialists ( Psychologists, Speech pathologists, Students advisors,
Visiting teachers)
- ESL instruction
- Reading partners (students supporting students)
- language experience/ vocabulary development groups
- Reading Recovery
- ERIK

12. How do we cater for individual
needs in our classes?
10) Planning:
- Team planning with leaders
- personal planning
- meeting with leaders individually
- collegial activities between staff to learn from each other

13. Programs we provide...
Reading Recovery
Provided to year 1 students who:
1) Have not reached prep reading benchmark level
2) The oldest child at the lowest literacy level
Reading recovery discontinues when the child:
1) reaches level 16 or above
2) has completed 12 - 20 weeks of reading recovery
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/
student/rrguidelines.pdf

14. Programs we provide...
E.R.I.K ( Early Reading Intervention Knowledge)
E.R.I.K is provided to:
1) students who are still experiencing reading difficulty after completing
reading recovery
2) Students from years 3-6 who are experiencing reading difficulties in
comprehension, decoding, sound/ letter relationships
E.R.I.K discontinues after:
1) Child reaches reading level benchmark for year level
2) 60 E.R.I.K. lessons

15. Programs we provide...
E.R.I.K cont...
E.R.I.K. has 3 strands:
1) Phonological ( related to letter/ sound decoding of words)
2) Orthographic ( letter patterns and visual memory)
3) Comprehension
Children can complete 1 or more strands of the E.R.I.K program
http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/ERIK/
ERIK%20DataREPORT_2009.pdf

16. What STM is developing...
Spelling
- whole staff development of Spelling policy
- focus on sounds ( based on THRASS program)
- explicit spelling focus
- integrated into literacy program (in Reading, Writing, Speaking &
Listening)
- spelling needs identified from students writing samples
- lists as reinforcement, not basis for spelling memorisation
- Parent spelling workshop to come

17. What STM is developing...
Personalised learning
- our personalised learning pedagogy has already begun
- Challenge based learning will provide the basis for personalised Literacy / Numeracy
instruction
- classes will work with each other
- groupings will be flexible between classes and tailored to student’s individual needs

18. How can you stay informed with
what we are doing at STM?
Newsletters Colour coded notes
Diaries
Assemblies White= teacher
information
Time before school to Red= stop press
meet with classroom Orange= response
teacher required
Yellow = P & F
email Phone contact

19. How can you stay informed with
what we are doing at STM?
Term 4 Classroom Blogs
* Current & updated regularly
* Learning achievements
* Classroom News & events
* Resources
* Photos
* Work samples
Classroom blogs will replace Curriculum Newsletter from term 4
For those unable to go online computers will be made available at school for parents/