Dear Parents,

My name is Catherine Wensley, and I am excited to introduce myself as the new Literacy Leader at St. Paul’s. I look forward to supporting both staff and students on their literacy journey, working together to create a strong foundation in reading and writing for all of our learners. It’s a privilege to be part of this wonderful school community, and I am eager to help our students grow and develop a lifelong love for literacy.

I believe that fostering a love for reading at home plays an essential role in your child’s literacy development. Here are some simple ways you can support your child’s learning:

1. Nightly Reading:

For Prep to Year 2, reading for 10-15 minutes each evening is a great way to build a strong foundation. For middle and senior school students, aim for at least 15-20 minutes of reading each night. This not only strengthens reading skills but also helps your child build stamina and enjoyment of books over time. Encourage your child to read aloud, or take turns reading pages to practice fluency.

2. Talk About Books:

Discuss what your child is reading. Ask questions like, "What do you think will happen next?" or "How did the character feel?" This encourages comprehension and critical thinking.

3. Homework Routine:

Establish a quiet, consistent time and space for homework. Encourage your child to do their best, and provide support when needed, but allow them to work independently.

4. Spelling Practice:

As part of our ongoing spelling program, students will focus on a new spelling rule each week. Rather than memorising a list of 10 words, they will create a bank of many words that share the same sound and spelling patterns. Teachers will share the sound of the week on Seesaw with a few examples. Any extra practice at home is greatly encouraged. Some classes will set specific spelling homework.

Take-Home Readers Prep-Two

At St. Paul’s, our Junior School students participate in the Little Learners Love Literacy phonics program, which is designed to explicitly teach the 44 sounds that make up the English language. This systematic approach ensures that students understand the relationship between letters and sounds, giving them the tools they need to decode and read words with confidence. The program uses decodable books, which are carefully designed to match the sounds students are learning. These books contain words that follow the phonics rules being taught, allowing children to apply their new knowledge and practice reading with success. By using decodable books, students can focus on sound-letter relationships, boosting their fluency and confidence as they progress in their reading.

While decodable books are an essential part of our phonics program, it's important to recognise that they can come with some challenges. For example, these books often have a limited vocabulary because they are designed to align strictly with the phonics rules being taught. This can sometimes make the stories feel repetitive or less engaging for students. Additionally, because decodable books focus on a narrow set of sounds, they might not expose students to the wide range of vocabulary and rich, complex themes that help foster a deeper love of reading. That’s why, alongside decodable books, it’s important for students to explore other types of reading materials. Books that introduce new vocabulary, offer a variety of genres, and present interesting topics encourage curiosity and broaden students’ language skills. While phonics-based reading is foundational, students should also be encouraged to engage with books that spark their imagination and help develop their comprehension, critical thinking, and overall love for reading.

The take-home readers provided to students in Prep-Two will contain a mixture of both decodable and non-decodable books. This ensures a balanced approach to learning, offering opportunities to practise the phonics skills students are acquiring, as well as exposure to more varied vocabulary and storytelling.

If your child encounters a tricky word, particularly one that isn't easily decodable, the best way to support them is to read the word if needed. It’s important not to let your child struggle too much over words they haven’t yet been taught how to read. By saying the word, you help maintain the flow of reading so your child can continue to enjoy the story without becoming frustrated. This approach allows them to focus on what they can read and comprehend, reinforcing their confidence and love for reading without causing unnecessary anxiety over unfamiliar words.

Please keep in mind that take-home readers should be at a level that is comfortable for your child to read independently. These books are meant for practice, not for new learning, and provide an opportunity for your child to reinforce skills they’ve already mastered. Please talk to your classroom teacher if the books coming home are too difficult. 

Thank you for your continued support!

Warm regards,

Catherine Wensley