Structured Literacy

 24/09/2024

Structured Literacy
Literacy Connections - Andrea Wylie, Julie and Kat
Day 2 @ the Tannery

Spelling Patterns

REVLOC

• R controlled vowels

• Silent e syllable

• Vowel teams

• Consonant +le

• Open

• Closed

Every syllable has a vowel or vowel sound in it.

Review is really really important!!

Whiteboards a couple of times a week and also books

Instructional routines

1. Perky pace

2. Corrective feedback - keep it private and quiet

3. 123 self checking tools (capital letters, punctuation, check your work - re-read for meaning and underline the spelling pattern.

4. Teach from your feet.

5. Sound marking .  .  ___

6. Read the sentence, repeat 2x, take it away write it down.

7. Zip it

8. Save praise 

9. If they can’t hold it in working memory shorten it

10. Prompt if struggling.

11. T-charts are great for scaffolding

12. The “J” factor - joy factor.

Students - enjoyable experience of learning.

Teachers - More engagement - more retention.

13. 
    

Games/activities

• Word detective - identifying what syllable type they are.

• Fluency cards

• Don’t get ina fluster it’s only a consonant cluster cards

• Sound swap aka word chains

• Word sort

• Bingo myfreebingocards.com

• Year 1-2 Look at your list of words and draw a scene with as many of the words as you can. 
  Year 3 - Look at your list of words and write a short paragraph using as many words as you can.

LSRASV - long spelling right after a short vowel

Structured Literacy

23/09/2024

Structured Literacy

Literacy Connections - Andrea Wylie, Julie and Kat

Day 1 @ the Tannery

Module 1 - The science of reading and what is structured literacy?

No hands up policy - you’re going to end up teaching the best and leaving the rest.  Relates well with oral lang - conversation.

Reading needs to be taught like riding the bike.

Model of a brain.  Tell them what dyslexia is.  It’s all neurobiological.

We are hard wired for speech.  Left side of the brain is where the reading happens.

See squiggles - map them (parietal) - phonologically process it.

We need to set up the circuitry.  4-14 times neurotypically before you start mapping these words.

200x exposures for dyslexic people.

Explicit teaching + attention + sleep + reward (feel success) = feel motivated and learn.

Orthographically mapping.  This means you can automatically identify words when you see them.

Stroop effect - helps you to see orthographic mapping.

Orthographic mapping is when you can automatically identify a word by connecting squiggles, to letters, to words, to understanding.

Word recognition x language comprehension = skilled reading

• Word rec = dyslexia

• Language comp = ESOL or 

The Big 5

• Vocabulary

• Fluency

• Phonesmic Awareness

• Comprehension

• Phonics 

• +Oral language

Sold a story podcast - Emily Handford

The ladder of reading

Lowest tier - dyslexia, ESOL 

deb.co.nz

Use a structured literacy approach.

3 kinds of practice

-deliberate

-spaced

-retrieval

Instruction should be interactive with students actively engaged throughout the entire lesson.  Looking for feedback and a perky pace.

-interactive

-feedback

-perky pace

Teacher directed

Planned and sequenced lessons

Clear and detailed instructions and explanations

Content/skills are intro in small steps

Modelled and guided practice

Practice after each step

Teaching to mastery

Frequent, systematic monitoring and feedback

High level of teacher-student interaction

Cumulative reviews and spaced practice.

AVOID DIGRESSIONS

Cognitive overload - when working memory gets overloaded.  5-7 items before our brains tip over.

Using retrieval practice and interacting with it it will help the knowledge be sticky.

Phonological Awareness

Umbrella term for sound structure of speech.  Words can be stacked together to form a sentence, words can rhyme, have syllables, onset/rime.

Looking at those individual sounds and words.  

Phonemic awareness is the ability to isolate, identify, blend, segment and manipulate individual sounds.

A phoneme is the smallest unit of sound in speech.

Left handed students use right hands start with your thumb.

Phonics needs print.  Phonemic Awareness can be just oral.

• Teach isolating, segmenting and blending

• Don’t get hung up on rhyming

Blend phonemes = read words

Segment phonemes = spell words

Blending - race track or slide image to blend.  Also m - mo - mop (spring)

“If you know that word just pop it out.”  “Sound out in your head and if you know it just pop it out.”

Assessment

PA assessment - heat mapping.

Tiered system of intervention

Could use T.A.’s to teach ahead to the next weeks content.

Decoding - Scope and sequence and grapheme phoneme relationships

Emma Nahna - sound foundations - YouTube channel too.

Phonology (sounds)

Morphology (meaning)

Etymology online

LLLL - one or two sounds together?

Phoneme grapheme relationship

A phoneme is a speech sound that we can hear and feel.

Vowel phonemes have unobstructed airflow.  Make us open our mouths so we can breathe.

Consonant phonemes are produced when the articulatory structures partially or completely restrict the airflow.

/f/  /v/  voiced or unvoiced

/p/  /b/  stretchy or stop

/m/

The Speech Sounds of New Zealand English

Assessment and data collection

Dibels 

• Non-word reading

• Non-word spelling

Put assessment on all data sheets

Content knowledge

Heart words (slides)

Include letters/handwriting.  

Phoneme ladder chain

Spellphabet - embedded alphabet

Tick system = 1 2 3

1= capital letters  2=punctuation  3= make sense?