Koonawarra Public School
Key features
Improving classroom literacy practice using the NSW Quality Teaching framework to improve student engagement in learning.
School context
Koonawarra Public School is located in the Illawarra & South East region. It has an enrolment of 377 students plus an attached pre-school. 12-15 % of the students are Aboriginal and there are small numbers of students from Vietnamese, Tongan, Macedonian and Philippines backgrounds. Five years ago the school initiated a strategic focus on increasing student engagement in learning. The inclusion of the school on the Priority Action Schools (PAS) program in 2003 provided an opportunity to provide greater resources for school change.
Planning
The key planning group was the school executive and interested teachers, including the Support Teacher Learning Assistance (STLA).
Objectives
- to improve students’ engagement in learning
- to improve teacher practice through professional learning using the NSW Quality Teaching framework
Targets
The target group were students in Early Stage 1, Stage 1 and Stage 2. Analysis of Year 3 BST literacy results determined the focus for the program (e.g. choice of texts, text types, literacy skills). The target was to achieve the following minimum reading recovery levels as evidenced by running records:
By the end of Kindergarten - Level 5
By the end of Year 1 – Level 15
By the end of Year 2 – Level 26
Strategies
Focused additional literacy support for all students in Early Stage 1, Stage 1 and Stage 2. A group of three teachers supported each classroom teacher in a focused literacy session for 40 minutes, three times a week across the whole school year within the school’s literacy session from 9am–11am.
Early Stage 1 and Stage 1 classroom teachers were supported by the Assistant Principal, ESS (Early School Support) and Reading Recovery teacher. Stage 2 classroom teachers were supported by the STLA and two trained casual teachers.
The sessions comprised modelled demonstration of the explicit teaching of reading, writing and comprehension skills using Reading Recovery strategies for 15-20 minutes. The class then separated into four levelled groups which were taught the skills related to the levels. Skills included decoding, reading comprehension and peer editing of student work samples.
At the end of each term the team met to evaluate and discuss each student’s progress using running records, review levels of each student and plan for the next term. Students were also assessed using vocabulary and comprehension questions related to each text.
Resources used
The AP, who co-ordinates the program and participates in the Early Stage 1 and Stage 1 classroom support, was released from a regular class. The AP is Reading Recovery trained with a K-2 teaching background.
Quantitative outcomes
The percentage of students who have achieved minimum reading recovery levels at the end of each year. In Stage 1, at least 67% of students were on track to achieve minimum reading levels set for each year.
Qualitative outcomes
Improved literacy outcomes though the explicit teaching of literacy skills.
Future directions
- implement a phonemic awareness program beginning in Kindergarten in 2006
- more age appropriate texts for Stage 2 students
- investigate ways to use data to demonstrate achievements of the program such as the percentage of students showing improvement in their writing skills in student work samples.
Implications
The project demonstrates how Reading Recovery strategies can assist in explicit and systematic teaching of literacy skills across the whole school which can lead to improved student engagement in learning.
Further information
Carol Bridge
Koonawarra Public School 4261 2880
