Structured Literacy Course Day #1
Te Mātaiaho: The New Zealand Curriculum
-Supports the Literacy & Communication Strategy
-Explicit, systematic teaching
-Equity and inclusion.
What is the science telling us?
● Reading is not, as once thought, a natural process - it needs to
be taught like riding a bike (the Reading Brain)
● Children all learn to read in the same way (Stanislas Dehaene)
The Reading Brain
Two sides of the brain, the left is where reading takes place. Needs to be a connection through different parts. Symbols on a page represent spoken language. Connect to meaning and have lots of practice. We all learn to read the same way, with some differences for people with dyslexia.
How do we help?
Create a quiet environment.
Keep the cognitive load down.
Lots of sleep.
Teach in a way to to support orthographic mapping.
We acquire new words as we read via a process called orthographic mapping.
This shows how words can pop off the page for us.
What is the science telling us?
● Effective instruction in key areas is critical (Simple view of reading, Scarborough’s Rope, The Big 5).
Word Recognition X Language Comprehension = Skilled Reader
All of these strands matter equally.
Comprehension can be taught at whole class level.
How do we ensure all children are being taught to read based on the Science of Reading and how the brain learns to read?
We use a structured literacy approach...
Structured Literacy instruction is an umbrella term to describe evidence-based programmes and approaches used to teach students how to read.
50% is the what and 50% is the how. The how is often what needs work.
View explicit instruction as a continuum. When content is new, they benefit from explicit instruction. After this, discovery learning can be an option. Three major steps, demonstration, guided instruction and checking for understanding. I d, we do, you do. Deliberate practice, spaced over time and retrieval. If learning is the goal, a lot of explicit instruction needs to occur.
Teaching Sequence for Explicit Instruction
I do (teacher turn)
Provide step by step demonstrations - teacher modelling and explanation
We do (together)
Provide guided, collaborative and supported practice
You do (students turn)
Provide independent practice - monitor, check understanding and give feedback.
Click the image to read more.
Discussion: What is learning? A change in our long term memory.
In order to have learning solidly within our long term memory, we need practice and retrieval. If you don't use it, you lose it.
Cut the fluff and teach the stuff.
The gap between poor and good readers is widening. We want to close the gap earlier.
For more information about dyslexia check out deb.
15-20% of the population may have symptoms of dyslexia.
Phonological Awareness
● What is Phonological Awareness?
● What the research is saying?
● Assessment
● Collecting and using data
● Resources
Remember the hand under the chin technique.
Phoneme Fingers - Pencil in one hand, other hand for counting sounds. Pull the word down. Start with your thumb to segment and blend.
Dot is one sound, line is two letters but one sound.
Don't get bogged down in rhyme.
Teach isolating, segmenting and blending
● Don’t get hung up on rhyming
● It’s vital to use letters to teach PA
● Remember the goal is teaching reading
Dr Matt Burns
What the research is telling us...
The goal of phonemic awareness instruction is to;
- help children blend phonemes so they can read words and
- help children segment phonemes so they spell words
Phonemic awareness instruction that includes letters accomplishes these goals more effectively and efficiently than phonemic awareness instruction without letters.
Bring back the alphabet!!
Liz Kane's Phonemic Awareness Assessment
Is broken into four parts.
We had a go using the one page PA assessment. It's so much easier and better than the last version that I used.
Heggerty Years 1 and 2, Years 3 and above, use David Kilpatrick.
The screening tool can highlight who is good to go, who needs support and any red flags that may be present.
Doing Phonemic Awareness in the classroom
● Whole class vs small groups. If you can... do both especially for your weaker groups.
● 1 minute/short activities are great for settling kids after breaks/transitions on the mat etc.
● Keep it fun, short and snappy “perky pace”
● Looking for automaticity as well as accuracy.
Taking Target Groups/Individuals for Phonemic Awareness Support
● Look at/update assessment to find weaknesses.
● You may need to fold back: if they can’t segment phonemes, can they segment syllables/segment onset and rime?
● Use manipulatives to support and scaffold learning e.g. sound fingers, counters, move it mats.
Retrieval Practice
Phonological awareness is an awareness of the sound structure of spoken words.
A phoneme is the smallest unit of sound in a word.
Phonemic awareness is the ability to isolate, identify, blend, segment and manipulate
individual phonemes in words.
Phonics instruction focuses on the relationship between written letters and
sounds.
The MTSS approach acknowledges that children move between targeted and tailored intervention.
For example, they could be tailored for spelling and writing but targeted for reading. Some children will progress quicker, and others will need more time.
Module 3: Using a Scope and Sequence, and the grapheme phoneme
relationship
If we are hearing the sounds, we are hearing phonemes.
To read words, we are decoding. To spell words we are encoding.
With a good scope and sequence, we can work our way through.
Emma Nahna
Sound Foundations
What is a Scope and Sequence?
We use a scope and sequence to teach the Alphabetic Principle.
Scope refers to the breadth and depth of content and skills to be covered.
Sequence refers to how these skills and content are ordered and presented to learners over time.
A scope and sequence facilitates the teaching of the Alphabetic Principle.
It upholds the basic principles of a structured literacy approach.
Moon Dogs at Home See this site for free readers for older ākonga.
Check out Lz Kane's backfilling scope and sequence. (In the shared drive).
How do I use a scope and sequence in the classroom?
● Recognise that children learn letter-sound relationships at different rates
● Be mindful of cognitive overload
● Explicit instruction followed by guided and independent practice. Review - very important
● Frequent monitoring and assessment
Go as fast as you can but as slow as you must.
This is a good video to watch with ākonga and is available on our hub site for our learners.
Assessment
Tuned out, so I need to add in the assessment info here.
Module 5:
● Key elements of a lesson
● Spelling patterns
It would be a good idea to create a folder with the required assessments for our year level.
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