Our Code Our Standards-Lee-Anne Waho at Ara Tū Whakata Gilberthorpe School: 2022

Thursday, 26 May 2022

iDeal Syllable Division

Effective Strategies for Teaching how to Read and Spell Multisyllabic Words

Presented by Learning Matters Ltd

Today we are viewing a webinar to support our learning in Structured Literacy.

Since reading is not a natural process, literacy must be taught through the lens of the science of reading.

Elements of Structured Literacy

Phonology

Sound to Symbol Instruction

Syllable instruction

Syntax

Morphology

Semantics

Students need to know

Syllables are made up of sounds (phonemes)

Automaticity of symbol to sound

The different syllable types in the word.

To Spell a word, the child needs to know:

How to segment the whole word into syllables (away from print)
How to segment each syllable into sounds (fingerspelling)
Which written letter corresponds with that sound
Automatically, how to form the letter that corresponds with that sound.

See the Learning matters site for Syllable Types Poster

Clap while saying each syllable. Can use pictures so sound awareness is intact.

Webinar Takeaway: Checking the understanding of what children know about syllables. Is a good way to start and know what you will teach.

Make no assumptions about what children know about reading, writing and spelling.

Short and Long Vowels

Before using the language of short and long sounds, teach open and closed syllables. Short because a consonant closes the vowel in. When we remove the consonant, it opens the vowel sound.

Closed Syllables

Once we understand short vowel sounds, we want them to know how to read CVC words.

Open Syllables

Takes one vowel to produce the one vowel sound. Use roll the dice and read.

Identify the first vowel, split through the middle and blend. Identify vowels and consonants. Where might the syllable break go?

Underline the vowels with your eyes, where are the consonants?

Syllable division is taught through a scope and sequence.

Silent e Syllable

Contains a long vowel sound produced by a silent e that sits at the end of the syllable.

(Have a look at the GoNoodle syllable clip).

When teaching syllable types, it's essential for classes to be using the same language. Use silent e as it's linguistically correct as far as terminology goes.

Use no, not and note to help teach syllable rules. V/CV

Oral Language helps to build a phonological lexicon. donate V/CV do/nate. Clap the sounds prior to dividing syllables. Don't encourage children to look for words within words as this can cause confusion.

VC/V Third Strategy or Flex Rule

Draw on prior knowledge to see which words sounds right and teach the vocab. h a b / i t. Syllable types closed and closed?? leg / ume closed and silent e. vol / ume closed and silent e. We are teaching to read and spell. Spelling, hearing and re-reading the word help for it to become orthographically mapped.

Consonant le -final Syllables

When a word ends in a consonant and l e, count back three.

When reading, what we read we write, when we write, we read. Consonant l and e, go back 3. Make sure you don't get the c le confused with a suffix.

Schwa Vowel Sound

Like colostrum. One of the most common vowel sounds. Use knowledge of open and closed syllables and three syllable division.

Schwa can represent any vowel sound.

A schwa is a vowel sound in an unstressed syllable, where a vowel does not make its long or short vowel sound. It usually sounds like the short /u/ sound, but is softer and weaker. The schwa sound is the most common vowel sound (and the only speech sound with its own special name). Examples of a schwa: a: balloon.

Comes at the end of a word but can also be in the middle of multisyllabic words.

Remember that New Zealand English is quite casual.

matter...sounds like a which makes that sound a schwa sound.

Syllable Types Require Explicit Teaching using a Cummulative Scope and Sequence

Teach all the same types of words together so cognitive load is removed from the child.

We need to spend more time ensuring students are fluent at word level reading.

What is reading fluency?

Accuracy
Rate
Phrasing - Prosody - Expression
1.
the patterns of rhythm and sound used in poetry.
"the translator is not obliged to reproduce the prosody of the original"
2.
the patterns of stress and intonation in a language.
"the salience of prosody in child language acquisition"

Have students read a seen text
Time them for 1 minute
Count how many words they read
Deduct errors
Determine words per minute and consider this in relation to norms.

Reading in Connected Text and Spelling

Consonant le not to be confused for suffixes

e.g. ible meaning able to

With knowledge of suffixes you can offer extension.

Taking the Strategy to Spelling

Saying the whole word.
Say the word and clap syllables.
Say the first syllable then fingerspell as this is taken to print.
Say the second syllable then fingerspell as this is taken to print.
have the student read the word back as you mark it.

Sunday, 3 April 2022

ALL Impact Day 2021

ALL Impact Day

Adie Bonisch

National ALL Leader Chris Henderson

This year I had my first experience of ALL, Accelerated Learning in Literacy. The road here has been bumpy as 2021 proved itself to throw up some challenges in a few different areas of life.

Implementing ALL was slow to start and throughout the year I questioned my ability to do this justice.

Engagement Excellence and Equity for All Learners - By Regie Routman.

Celebration -

Sharing With:

Redcliffs - Rochelle (Need to look more into The Code).

Ararira - Lydia and Sam (Make KC chart like theirs).

Play and Project-based school in Lincoln which is a fairly new school. Beginning to learn about Structured Literacy and Better Start.

New Brighton Catholic - Libby (Peer observations were effective).

How do you define acceleration? Going faster than the rate of previous learning. Add did they meet curriculum expectations?

Share slide with Adie.

Chris Henderson -

What works for whom, and why? Look at the context in which we are sitting. How do we know the things that worked, why and what didn't work and why?

COVID Vs Kids

The most at risk kids during lockdown are those that have fallen in their learning. Sometomes when dealing with everybody, it comes at the risk of our smaller groups. ALL is about the child being at the centre.

Reminder that ALL is for Tier 2 learners. Acceleration is teaching the child at the level they are at whether age or year level.

Carol Tomlinson - So Each May Soar

Based on a student whom she did one minor thing with which changed their life.

Dennis Shirley and Andy Hargreaves - Five Paths of Student Engagement

Looks at increasing student engagement.

Literacy is currently in a crowded place and we have not yet been able to put all of the pieces of the puzzle together. If what we are doing in classrooms at Tier 1 is effective, Tier 2 would be easier.

How do all of the things we know about literacy co-exist so we can out all of these together.

Key Competencies - How do we develop key competencies alongside Literacy learning. To do...gather student voice about key competencies.

Activity:

What are the competencies we set out to improve?

What were the positive outcomes of this focus?

To Do: Check out what other teachers say about ALL students in class.

Strategies and Learning Conditions - Internal and external.

Whole staff involvement,

Family/whānau Partnerships - Connections make a difference.

System Change - What change has been made in our school?

Next Step: End of year ALL Intervention data. ALL BoT report to mentor. Use OTJ and knowing where the learners are and how far they have come. Put the impact of COVID in board report.

Opportunities for 2022 - If we haven't registered interest, do so. PFS.Canterbury@education.govt.nz

Share - Rich Literature

Our Stories Ko wai au? Celebrating cultural diversity. Books from the Ministry.

Kath Murdoch The Wonder of Winsome (Follow her on Facebook).