Project 3

Year 1 and 2  –  Action plan 3

Sounds are practiced daily through different activities

By the end of Year 2, the majority of pupils can distinguish between the Maltese and English language.

Assessments were carried out every 6 – 8 weeks by the literacy teachers and feedback was sent to the parents.

A wide variety of Maltese books for the children to choose from was available both in the class library as well as in the school library.

Short texts were read to the children, and discussed. Literacy lessons were carried out in Maltese every fortnight to further facilitate comprehension of text.

To make it easier to understand the text, different props were used to help the pupils stay engaged. These activities helped them to increase their vocabulary bank, speak more fluently etc.

CoPE sessions for year 1 and Year 2 educators on Reading and writing in Maltese helped us deliver guided sessions in Maltese better.

The timetable for guided reading was prepared by the complementary and literacy teacher and followed accordingly.

Literacy sessions were very interesting, however due to activities held mainly on Fridays, Year 1 and Year 2 missed the majority of lessons.

‘Show & tell’ sessions were carried out. Role play was used too. The pupils learnt how to follow instructions during activities such as cooking.

Word walls were displayed in both year 1 and year 2. Children referred to them during lessons.

The literacy training that some educators had abroad, and the sharing of good practices among educators from different schools were helpful and were also applied in Maltese.

Year 3 and 4  –  Action Plan 3

 At the beginning of the year each child in year 3 was assessed by Ms. Gina to find their reading level. The class was grouped according to levels and Maltese guided reading was carried out twice a week.

Reading running records using Tikka Qari levelled books wasn’t done in year 4.

Repeat testing will be done in the third term.

For year 4 the HoS purchased Maltese books to be used and displayed in the class library.

DEAR was not done in Maltese.

Comprehension texts from Tikka Malti and

Each strategy is explained to make sure that the students have understood. Special attention given to key words and phrases, explanation as a whole class and comprehension done as hw or sw.

Guided reading timetable for year 3 only and year 4 will be starting from next scholastic year. Books are sent home so that parents can read with their children. LST supported students throughout the year.

Logbooks are used in year 3, children jot down the title and author of the book chosen from the library with the help of the complementary teacher.

Literacy Hour done by Ms. Noella both in year 3 and year 4.

Fun activities like show and tell in year 4 and presentations in year 3.

Word Wall for Maltese was present in year 4 only.

Year 3 invited the Maltese author Sandra Hili Vassallo and the children wrote questions which were addressed to her.  Year 4 written tasks were related to questions about their favourite author.

Year 5 and 6 –  Action Plan 3

  1. Reading running records, using Tikka Qari levelled books was not carried out;
  1. There is a library of Maltese books in each classroom;

        Year 6 students were given a budget and bought books from a nearby book store

        DEAR in Maltese was not carried out – more importance is given to this in the third term

  1. Students are taught various strategies to improve their comprehension skills.
  1. Maltese guided reading sessions not carried out. (Recommendation: the third term will be dedicated solely to Maltese guided reading)
  1. Logbook given to students and is collected by the class teacher to check for progress.
  1. Literacy Hour was carried out throughout the year.
  1. Cooking activities, presentations and role play were used to improve the students’ speaking skills; however discussions by the SMT were not carried out.
  1. Word Wall for both English and Maltese words is present in each classroom.
  1. Students are encouraged to participate in various writing competitions carried out throughout the year;

          Successful students are celebrated in Assembly

  1. Literacy activities are shared on the school’s facebook page and e-twinning portal

           A number of educators attended training abroad.