Literacy
At Wirreanda Secondary School (WSS) literacy support and improvement is a priority in every classroom. Our students are given regular opportunities to read in all learning areas, and our English and Inclusive Education teachers are highly trained in literacy strategies and use of evidence-informed literacy practices.
B-D-A
All WSS teachers use the Before, During and After (B-D-A) Reading strategy to support students to meet the demands of increasingly challenging texts. The first phase (B) is before reading, when we work with students to establish the text purpose, activate prior knowledge, and provide direction. The second phase (D) is during the reading, where we support the reader to make connections with the text by predicting, questioning and organising information. The third phase (A) provides students with the opportunity to reflect on reading and extend and elaborate on what was read after they have finished.
Individual Literacy Support Programs
We provide individual literacy support programs for students, and explicit instruction in year 7. Each year 7 English class receives Morphology instruction as part of their regular lesson. Morphology is the study of words and their parts. Morphemes are the smallest units within a word that contribute to meaning, and understanding them acts as a bridge between the sound structure and the meaning of words, helping readers to unlock the structures and meanings within words. This program is designed by our Speech Pathologist, and one of our Lead English teachers, and all year 7 English teachers receive professional development on teaching this program.
Sounds Write Program
In year 7 we also use the Sounds Write program for students identified as requiring additional literacy support. This program takes place three times a week for each student.
Other Literacy support at WSS includes:
- individualised support for Aboriginal students in the Nunga room
- Sounds Write and MaqLit support provided by the Inclusive Learning team.