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Literacy

Understanding texts and recognising how language works within them is necessary for success at school and beyond.  At Anderson's Creek students acquire the knowledge, skills and personal qualities that enable them to read, view and listen critically, allowing them to think, speak and write clearly and confidently.
 
Students learn to appreciate, enjoy and use language and develop a sense of its richness and its power to evoke feelings, to form and convey ideas, to inform, to discuss, to persuade, to entertain and to argue. 

Early Years Literacy

From Prep to Grade 2, the development of reading of primary importance and is closely connected with learning to write. 

Beginning readers need explicit instruction about how spoken words are made up of smaller units of sounds, about spelling–sound correspondences, and about common spelling patterns. At Anderson's Creek, students are given many opportunities to practise reading, both aloud and silently, as they develop fluency.

Strategies for Reading and writing

Strategies for spelling familiar and unfamiliar words are an important part of the literacy program at Anderson's Creek.

Strategies for planning, drafting, editing, revising and proofreading help students to write with purpose and effect, and to convey information and ideas to different audiences.

Teachers use a variety of strategies for reading aloud to children, for shared and guided reading, and to encourage independent reading. They also use strategies to provide frequent opportunities for modelled writing, shared and interactive writing, guided writing and independent writing. This also includes providing many opportunities for purposeful speaking and listening.

At Anderson's Creek students are taught the overall organisation of texts; ‘features’ refers to the grammar of writing and speech, or the conventions, including knowledge of letters, words, spelling, paragraphs, punctuation, layout and presentation. 
 
Comprehension is important at all levels, and from Prep onwards students benefit from explicit teaching of a range of comprehension strategies such as predicting events and outcomes; summarising main ideas; making connections between texts and their own knowledge and experience; self-questioning; and sounding out unfamiliar words.