31/01/2025 Teaching Writing through a Structured Literacy Lens Literacy Connections - Jo Jessop and the team

Day 3

Laying the foundation

Students need attention - working memory - long term memory

Go back and forth between working and long term memory.

-direct and explicit instruction

-cumulative

-structured

-diagnostically

Can students hear, see, say?

I do

We do

You do it together

You do it alone

Transcription Skills

Handwriting, keyboarding, spelling

Remember that students may be struggling with their handwriting or are new to writing.  They have a higher cognitive load.  So what they write isn’t as good.

They may be giddy and giggly it may be because they have a higher cognitive load going on.

We improve expression by making the basic automatic.

Frequency is more important than quantity

Focus on subskills first.

Handwriting has a strong correlation with expression

Literacy Connections Workshop 4 - Writing through structured literacy.pdf

Lame pen

Lower case first

Upper case second

Do similar letters together

Trace Copy Cover Close eyes

Text Generation

Doug Lemov - sentence level work

You must have a who and do [subject+predicate]