Literacy PD 22 June 2021

 Dyslexia and Cognitive Load:

Overview:

• Ashraf Samsudin; Mandy Nayton both spoke at the Sounds-Write Symposium 2021 which Lisa 'attended'
• Dyslexia: difficulties which result from a deficit in the phonological component (a difficult in a person's ability to process sound); this is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; 2* consequences incl problems in reading comprehension and reduced reading experience
• Identifying features of dyslexia: slow and effortful word reading and spelling and difficulty understanding the meannifos what is read

CL Theory:

• difficulties: phon. processing; rapid automatised naming; working memory
• Long Term Memory: requires context; helps us solve problems and make sense of things
• STM only lasts for seconds e.g., introductions
• Working Memory: both stores and processes info at the same time; 5 year olds 1-2 items
• Cognitive Load = effort/energy used in WM

Implications for teaching and learning; effective learning therefore requires:

• explicit and systematic instruction
• sequential phonics instruction
• oral reading that is supported with specific consistent error correction and feedback to aid fluency
• repetition/repeated exposure - spaced practice and regularly retrieving info; repetition is key
• explicit instruction in vocab, reading comprehension, spelling and writing
• dual coding is giving instructions both visual and verbal simultaneously
• bring attention and active engagement to the task

What does SL look like across the school?

• team members described the programmes as they operate across the range of teams.

Lisa is going to organise a time when those interested will be able to join her to listen to the Sounds-Write symposium presentation she referred to today. I've emailed my commitment to attend!

Staff meeting with Rob 25/05/2021

 Link to Rob's slideshow

Planning a week:

• Warm up
• unit focus
• warm down

...say 5 sessions over a fortnight, plus a rich learning activity (see below), include a problem to see what the students already know; one session to focus on retention: routine, opportunities to reactivate and apply = 8 sessions.

Move and Prove:

Ch'n need to have the understanding and language to prove; don't forget that the middle is the safe place (and if you're in the middle you need to be able to say why they didn't like this answer or that answer)

Following an initial Move and Prove, you could teach to the focus and then revisit the Move and Prove on Friday, or whatever, to see whether everyone in the room can voice their thinking. Can you rephrase or revoice? If you're in a corner you must be able to do these things. This is a rule!

Which One Does Not Belong? (dice, finger pattern, tens frame, TT2 sticks, counters, etc.)

Ongoing records will keep just in time assessment alive.

NZMaths:

• units of work by strand ---> LTPs (there are full year plans there)
• rich learning activities (1 per fortnight would be enough); pre enquiry or at the end; describes the procedural vs the conceptual approaches; one of these could be used per term for moderation purposes
• problem solving activities for diagnostic purposes; these include supports to develop pedagogical content knowledge

Pepper the week with formative assessment snapshots. 

Structured Literacy 21/05/2021

 Mel and Felicity from Kaiapoi North - link to their slideshow:

Me mahi tahi tatou,

Mo te oranga o te katoa.

We should work together for the wellbeing of everyone.

Liz Kane worked with these teachers.

Why:

• Simple view of reading: decoding x language comprehension = reading comprehension
• Scarborough's Rope
• Phonics.UK

Meanings of words: PA

David Kilpatrick

• Equipped for Reading Success: first 124 pp. are brilliant; how to explicitly teach and cue the children; how to build orthographic mapping
• View on Youtube? Check PAST test David Kilpatrick
• Heggarty for NEs, Year 1 and Year 2
• DK focuses on advanced phonemic awareness; more rigorous than Bridging  the Gap
• Liz Kane's PA screener for younger ch'n then the PAST test (more rigorous) for older students
• Anything of DK is gold!
• Big focus on knowledge and automaticity
• Link to the importance of phonemic effiency

Whole class tchg.

• Equipped for Reading Success (from Learning Matters in NZ)
• N.B., the blank cards for use with small or whole group: e.g., change 'act' to 'ant' - pull out the middle blank card and change it for a card of a different colour
• Good for extra coverage and practice
• exposure to another opp is beneficial despite the fact that not all ch'n will be up to that level
• have everything in your sound pack which has been covered by the highest level group
• use this before play, after lunch, before home, even right at the start of the day
• flick through quite fast; this is quite pacey/snappy (which is why you can do this multiple times each day
• if you hear something that isn't quite right just put it to one side and then at the end just go through them again at the end correcting as you go
• use A5 cards
• as children become very fluent and efficient, you can take some cards out
• sound packs go all the way through the school: in the small group situation, encode as well as decode
• juniors have sev small hits a day using Heggerty
• Don't just go through week by week; make it work for the group; lots of little hits frequently and often; move through the blue quite quickly; focus on what the children need to move forward
• Heart words: taught in small groups; reviewed in whole class; heart words are irreg words which cannot be sounded out or encoded
• How to teach a heart word: see the new version of The Code... use magic words grid; blow up and laminate; how many sounds
• Go to Heart Word Magic - just use these little videos for self not with the children
• Send the grid home to parents

KNS progressions:

• Year 1: PA; Explicit Teaching of The Code; Explicit Teaching, The Content: Plan Structure Language; Constant Focus (4 columns with phases beneath, e.g., I can segment sentences into words, etc...)
• by end of Year 1, try to have the children up to Stage 5 or 6, even 4+; by the end of Year 2, try to have the children back on to the colour wheel

Progressions through the school:

• NE LLL stage 0-4
• Yr 1/2 Stages 5-7
• Year 3/4 moving to PM type readers and Top Rope, with the Code
• Year 5/6 Top of the Rope focus and The Code (morphology and etymology): hot spot, PA, Sound pack, review, new learning
• Year 7/8: as for Year 5/6
• Emphasis on review
• Explicit teaching is most important
• at then end of Stage 6, teach the silent 'e' rather than waiting till Stage 7.4, bec children really do need this knowledge earlier rather than later
• the children who have completed Stage 7, tend to go on to turquoise
• use the RtoRs by sending them home to the parents with a note for the parent to read to the child - never expect the children to read these!

How do you make it fit?

• typical lesson is 20 minutes
• Must haves in a lesson: 1. Phonemic Awareness... 2. review of sound pack (always the vowels and recently taught sounds; some sounds from the very beg could be taken out) - decode...; 3. encode sound pack (always vowels and recently taught sounds - 9 sounds - then decode)...; 4. include review at word level of recently taught skill...; 5. then rotate: a. new learning: decode/encode - possibly decode or encode at sentence level for student practice...; b. other times decodable text; c. other times dictation... - if taking decodable text - do PA, sound pack, choose words from text to decode/encode before text
• this is pretty much exactly what we're doing - yay!

Writing - The Writing Revolution:

• can of worms
• do not embark yet - it's far too early in the piece for the following yet... 
• The Six Principles of the Hochman Method: 1. explicit instruction; 2. sentences are the building blocks; 3. embedded in the content of the curriculum; 4. content of the curriculum drives the rigour of the writing activities; 5. grammar best taught in the context of student writing; 6. two most important phases of the writing process are the planning and revision stages

Resources:

• all practical - activities
• UFLI is amazing
• The Literacy Nest (or Next?)
• Five for Five - there's a parent part as well as a teacher part
• Emily Hanford - USA advocating for change
• Lifting Literacy Aotearoa - join

Jnr:

• See PP
• Dictated sentence often just taken from the decodable text; make it up the night before so that it incorporates heart words as well as the spelling patterns being focused on
• VAK = visual, auditory, kinaesthetic
• Don't send the text home until children are totally fluent and confident
• What's in the box? It's a /g/, /oa/, /t/, etc.
• Rainbow image to reinforce initial and final sounds in words
• Only start teaching heart words once the children are ready for their first books
• individual dusters (very cute) from Office Max
• What ever you write, you read
• Repeat and revise if there is any confusion
• Sound packs: children should make the sound once only, rather than bouncing it
• MSL (Multisensory Structured Literacy): little sayings for the vowels - a apple /a/; i itchy /i/
• always say the sound as they write
• introducing the letter 'n': say it, practise, model it, write it, revise what was the letter name? what is the sound?
• add the new sound at the end of a word - tan... segment then blend
• start of a word - not
• write some CVC words using the new letter
• words in isolation straight into a word
• next day, sentence words incorporating the new letter or straight on to Tim and the Van, but teach the new CVC words from the book first
• teaching /ai/ within a word (see videos)
• Assessment - every day; no Obs Survey on entry
• Each term the screening tool again but not the whole thing, just the gaps
• What is the Record of Reading (Little Learners)?
• HL: book with sounds (practise writing at home and making the sounds); once they know the sounds, send home letter packs; info for parents re word building using those sounds (no books yet of course); bulldozer words (push the sounds together to read the words); push tog to make one speech stream, i.e., ta-p or t-ap.
• Talk with the children about sliding the sounds to make one speech stream
• one of the Reading Rocket videos shows Linda Farrell demonstrating this
• parent meetings to demonstrate any new teaching
• Sentence strips - make 
• teach the sounds for the next level, towards the end of the previous stage
• phonemic awareness activity pack resource
• 5 from 5 handout for parents
• Sunshine decodables are vg (teacher's resource book too)
• See Mel's heart word lesson plan
• syllable game: hand under chin to count the syllables as you say the word
• Beat basket with a drum
• lots of games from the Measured Mom
• Carpet mats: 3 in a row to jump, e.g., b-a-g
• Sentence: how many words? balls of dough to squash for each word
• Little picnic rug: for each word, put a tiny teddy on the rug
• Stay away from fingers for the words in a sentence; keep them for phonemes
• Head tummy toes, e.g., c-a-p
• they have to be able to blend onset rime before you can ever start looking at CVC words and segmenting/blending, box of farm animals in the box, 'I've got a g-oat, a p-ig, a h-en.
• a apple /a/ (hold an apple near your mouth)
• e eddy /e/ (two fingers spiralling down)
• i itchy /i/ (two fingers scratching an arm)
• o olive /o/ (finger and thumb forming an 'o' shape
• u upper /u/ (finger and thumb forming a 'u' shape)

*Talk with Jo about a Heggerty book.

*make new sets of letter cards for use with the whole class - A5 size; laminated?

Maths Assessment and Hero 11/05/2021

 Use of green and yellow on Hero to show their achievement and next goals:

• Green is both summative and formative proof the child knows and applies
• Green is built through regular opportunities to revisit
• Green is better assessed through cohort moderation.

We will primarily be using JAM and E-asTTle (for Level 2 and above) as the tools to help us to assess mathematics. GloSS gives us an extra insight for ākonga who require further evidence for a professional judgment.

There is also pressure from principals to use the Learning Progressions.

Our schedule for assessment:

JAM is our tool for Years 0-2 for all areas of Maths:

• Pretest: JAM - Number and Algebra, and Geometry and Measurement
• Report 1: JAM - Number and Algebra
• Pretest: JAM - Stats and Probability
• Report 2: JAM - Number and Algebra, Geometry and Measurement, Stats and Probability

By Week 6 (T.O. Day), all of our children need to have had a JAM, so that we can input the data on to Hero that day.

Link to Maths Assessment and Hero slideshow.

The Code with Sue 29/01/2021

 The Code is going to be the basis of our schoolwide spelling programme and assessment from now on.

The Literacy team this year comprises: Lisa, Jo and Sue, with Caroline to support.

Structured Literacy with Caroline 29/01/2021

 The Science of Reading: using research to teach reading

Check the Better Start to Literacy MoE work with UC (and their new texts which are going to become available soon).

How do ch'n LEARN to read vs how do we best TEACH ch'n to read?

This is based on 'old' science.

Check the Year 5 results in PIRLS: 10% of our children came through as illiterate (not even able to be qualified as 'low').

Reading isn't 'natural': speech is natural; reading is an invention. We 'hijack' different parts of our brain to teach reading and writing. We can wire and rewire teach neural pathways.

N.B. the ladder of reading.

ALL ch'n benefit from a structured literacy approach. Up to 65% absolutely need it/ it's absolutely essential, but all will benefit.

N.B. The Simple View of Reading, Gough and Tumnor, 1986

- reading = decoding x language comprehension (if either decoding or language comprehension = 0 the result is 0).

Also see Scarborough's Rope model (2001) relating to comprehension and word recognition.

See Caroline's handout:

• think about MR - decoding + comprehension
• RR - oral language and emotional challenges perhaps masked his potential
• MaQ - ? perhaps like MR

The Brain and FMRI (functional MRI scanning): the Shewitzers' did this research.

Also see Ehri's phases (1994):

• pre-alphabetic phase or logographic phase
• partial alphabetic phase
• full alphabetic phase
• consolidated alphabetic phase - orthographic mapping
• automatic alphabetic phase (automatic recognition of almost every word you see, and at that point you can have comprehension); that automaticity is crucial.

We have to start with the SOUND!! Don't rush into print.

Reading = decode + blend

Writing = segment + encode

"Orthographic mapping is the process we use to permanently store words into long term memory." (David A. Kilpatrick)

When filling any gap for a child, always start with phonemic (understanding that words consist of individual sounds) and phonological awareness (which includes recognising rhyme, syllables, that a sentence might consist of, say, 3 words, etc.).

Skills we Need to Teach to Develop Orthographic Mapping:

Orthographic Mapping = advanced phonemic awareness + letter/sound knowledge and word study (including the meaning of morphemes, e.g., the meaning of 'uni' and the meaning of 's' at the end of a word, etc.) + reading connected text (you need read more in order to become a better reader).

We are slowing down to speed up. Once the foundations are firm, children can read and spell anything.

Team meeting Structured Literacy with Caroline 20/10/2020

 Assessment and Planning:

• The Science...we're often not given the intellectual PD; if you ever have a free period of time, just watch a video (see Caroline's Wakelet); it's well worth it in the long run
• Assessment - start from scratch with diff types of assess't; all things start from sounds and build on that; id words, syllables, rhyme; segmenting into sounds - these are the things we need to assess first of all (see the back of the Code); 
• we practised administering the screening tool which was a great introduction to the Phonological Awareness Screening Tool
• once the tool has been administered, go to the LLARS (we went through the assessments in the LLARS booklet)
• We then looked at Nina's assessment...
• Caroline suggested keeping Lucia with her Level 4 group, and try using The Code with that little group

My Next Steps are:

• to get a copy of The Code
• to plan for that Level 4 group using The Code and Caroline's planning format

Link to the notes Sophie took