YEAR 9
The Year 9 Literacy program focuses on four main areas:
1. Spelling:
Spelling is addressed through Socrative, an online tool that places commonly misspelt words into a sentence. The students must identify the misspelt word and re write it correctly in the space provided. This is a similar format undertaken in NAPLAN testing.
Feedback is provided to students instantly through the Socrative program. Any words that students were unable to correctly identify or spell are lodged into the student's spelling register/ reflection book.
2. Reading and Comprehension
Students are provided with a reading stimulus book that contains a collection of different texts and text types. While reading, students are encourage to employ an array of reading and comprehension strategies including underlining key words, highlighting key information, note taking, visualisation and connection building.
Socrative is the program that assess a student's comprehension of each text. The format includes a range of here, hidden and head questions, multiple choice and extended response. Socrative allows for instant feedback to the student and the teacher. An advantage of the teacher analysis is the ability to identify areas requiring further elaboration or explicit teaching.
3. Punctuation and Grammar
Word Flyers is a web 2 tool that provides students with the opportunity to learn and practice essential literacy skills in the areas of vocabulary, spelling, punctuation, reading, comprehension, writing and grammar. Learning takes place in context with over 300 word texts and caters for a range of ability levels within units spanning 12 levels.
Each lesson and unit of work contains narrated and onscreen tutorials and texts to motivate and encourage students. The lessons are engaging and provide instant feedback.
4. Writing:
The writing section aims to improve the student's ability to write clear, interesting and effective prose. Students experience a range of planning and writing activities for a range of text types and stimulus items. Self reflection and peer marking (using an explicit criteria) is encouraged.
The Year 9 Literacy program focuses on four main areas:
1. Spelling:
Spelling is addressed through Socrative, an online tool that places commonly misspelt words into a sentence. The students must identify the misspelt word and re write it correctly in the space provided. This is a similar format undertaken in NAPLAN testing.
Feedback is provided to students instantly through the Socrative program. Any words that students were unable to correctly identify or spell are lodged into the student's spelling register/ reflection book.
2. Reading and Comprehension
Students are provided with a reading stimulus book that contains a collection of different texts and text types. While reading, students are encourage to employ an array of reading and comprehension strategies including underlining key words, highlighting key information, note taking, visualisation and connection building.
Socrative is the program that assess a student's comprehension of each text. The format includes a range of here, hidden and head questions, multiple choice and extended response. Socrative allows for instant feedback to the student and the teacher. An advantage of the teacher analysis is the ability to identify areas requiring further elaboration or explicit teaching.
3. Punctuation and Grammar
Word Flyers is a web 2 tool that provides students with the opportunity to learn and practice essential literacy skills in the areas of vocabulary, spelling, punctuation, reading, comprehension, writing and grammar. Learning takes place in context with over 300 word texts and caters for a range of ability levels within units spanning 12 levels.
Each lesson and unit of work contains narrated and onscreen tutorials and texts to motivate and encourage students. The lessons are engaging and provide instant feedback.
4. Writing:
The writing section aims to improve the student's ability to write clear, interesting and effective prose. Students experience a range of planning and writing activities for a range of text types and stimulus items. Self reflection and peer marking (using an explicit criteria) is encouraged.