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?