From package to practice: Examining the ad hoc in a statewide early literacy program

Australian Commonwealth Government policies have promoted state literacy initiatives that prioritize systematic literacy instruction in the early years. This paper examines social interaction in a lesson informed by a state literacy program intended to meet national standards for early literacy. Conversation Analysis is used to develop descriptions of interaction methods used during an independent writing lesson. Descriptions encompass a question-question sequence of turns that occurred when individual students asked their teacher how to write a word. Discussion establishes that methods are compatible with the strategies mandated by the program but are not encompassed within its description of independent writing. It is argued that such programs need to acknowledge the moment-by-moment ways that teachers and students accomplish their daily literacy lessons.