1. C HANGING THE HOME READING PROGRAM AT B RIGHTON B EACH P RIMARY S CHOOL Task 3- Option 2

2. T ASK 3- TAKING ACTION MYSELF TO ESTABLISH STRONGER LITERACY PRACTICES OUR OLD TAKE HOME READING PROGRAM Students took home ‘readers’ according to the colour band they were in from Running Record Results. Students had little passion for reading. Parent community was intense about their children moving into the next coloured box.

3. C HANGING OUR THINKING - TRIALLING SOMETHING NEW Students created categories of the books they read. Students reorganised the ‘readers’ into new boxes, ignoring the coloured dots on the back. Students encouraged to spend some time discussing their favourite genre and looking at all of the books.

4. E DUCATING TEACHERS, STUDENTS AND PARENT COMMUNITY Language of ‘take home readers’ banned, students were now taking home ‘books’ that they were interested in, the students became the ‘readers’ Parent community was informed through notices or parent information evenings.

5. E DUCATING STUDENTS TO CHOOSE THE BEST BOOK FOR THEM Teachers and students discussed how and why they need choose a book that is ‘just right’ for them. Students given ‘agency’ in taking charge of their learning through the selection of a book they are passionate about. Parent community, continually being educated that it is the student’s responsibility to choose a ‘just right’ book.

6. P ASSION FOR READING IS REIGNITED AND CHANGES BEGIN IN THE SENIOR SCHOOL TOO. Different categories in Gr 4 Book club in Gr 5 Written recommendations in Gr 4 Recommended book box in Gr 5.