Our
School Improvement Plan
Literacy:
Reading
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Summary
of main strengths as identified in last SSE
– Sept. 2012 to June 2013
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·
Dedicated, enthusiastic and
progressive team of teachers.
·
Diligent and supportive Board of
Management.
·
Effective planning, teaching,
classroom management and assessment.
·
Effective initiatives to promote
reading.
·
Excellent school
resources.
·
Main school library as well as classroom
libraries.
·
Positive, affirmative feedback from Parent
and Pupil Reading
Surveys.
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Summary
of main areas requiring improvement as identified in last SSE:
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·
Attitude
and motivation: pupils’ willingness and eagerness to read.
·
Reading
Fluency
·
Comprehension
skills.
·
Vocabulary
development.
·
Phonological Awareness
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improvement
targets (related to pupils’ achievement)
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·
To increase literacy levels by 5% in Standardised test
results, using Micra-T Assessments.
·
To provide our pupils
with
opportunities
to read books at their own level of competency and gradually
raise
the complexity of what they can read and comprehend – Literacy Lift-Off.
·
To improve reading
fluency.
·
To give our
pupils
opportunities to explore and interact with books of different genres in
a stimulating and enjoyable fashion.
·
That our pupils
will learn and apply the same reading comprehension strategies in a
whole-school approach across the various curriculum areas.
·
Fostering our pupils’
love of reading by engaging with multiple texts and books as a vital part
of developing positive attitudes to literacy.
·
To develop vocabulary.
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·
Purchase
of PM+ Reading Programme, Levels 1 – 30; 6 multiples of each fiction
book, teacher manuals at all levels and the PM+ Benchmarking Kit.
·
Introduction of Literacy Lift-Off,
an intensive
Intervention of Reading and Writing, in Senior Infants, First Class and Second Class.
·
Daily
provision of significant levels of in-class support of Literacy Lift-Off
Intervention by GAM/EAL Teachers.
·
Daily
provision of in-class support of Literacy Lift-Off Intervention by
Principal.
·
Benchmark/grade
book stocks in school and classroom libraries.
·
Third Class pupils to be benchmarked on PM+ Reading
programme and to read the books independently.
·
To provide 3 more “Storysacks” for Infant
classes and promote the use of these on a scheduled basis among the 6 Infant
classes.
·
To ‘train’
senior pupils to teach early reading conventions to Junior
Infants
at “Buddy reading” sessions.
·
Introduction of “Building Bridges of Understanding” in
all classes
to promote a whole-school, strategic
approach to comprehension instruction.
·
Increase the use of the School Library and bring
our pupils on
scheduled visits to the local library in Monasterevin.
·
Continue
to use a structured, whole-school phonics programme based on Jolly Phonics
Programme and/or updated School Phonics Plan for IV-VI.
·
Further promote
the use of “Word Walls” at every class level.
·
To explore vocabulary through the use of dictionaries and
Thesauruses.
·
Establish a whole-school
time
for independent
reading,
DEAR time,
once weekly in Term 2.
(Drop Everything And Read)
·
To read to the children regularly for the sole
purpose of enjoyment.
·
PDST training for staff in
Guided
Reading
and
Comprehension skills.
·
Provision
of extra books and manuals to support the actions above.
·
Ongoing communication with
parents/guardians regarding implementation of Literacy Lift-Off and
Comprehension strategies by using letter, website and parent-teacher
meetings.
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|
The
Principal
The
Literacy-Link Teacher
The
Literacy Committee.
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Timeframe
for action
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3 Years
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·
Increase in the number of children reading at home every
day by
5% at Junior
and Senior
levels.
·
Improved standardised
Reading
Test Scores by 5% at all class levels.
·
Increase of 5% in
the number of children visiting the local library.
·
Higher Reading Benchmarked Levels.
·
Feedback from class
teachers.
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Review
dates
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June 2014
June 2015
June 2016
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