Science of Reading and MSL Workshop Liz Kane & Science of Reading Presentation, Nov 2020 and 29.01.21

Structured Literacy_    Liz Kane Professional Learning, 4 Nov 2020

Updated after Caroline Morritt's presentation on The Science of Reading 29/1/21.

Reading Intervention Planner - use to plan interventions based on students' needs.

Tips/things to research: Reading League David Kilpatrick Webinars, Louisa Moats,  Dr Deheane & the reading brain,  Five from five website, Multi-lit website

·      https://littlelearnersloveliteracy.com.au/chitter-chatter-chant-speed-sounds-videos/

·      Whole school approach: mentoring, buddies to discuss, trial and implement...possibly across school

Possible Resources

·      LLLL Free Downloads

o   Heart words

o   Milo’s craft letters

 

The Science of Reading (Laura Stewart).... related theories

1. The simple view of reading: D x L = RC (Gough & Tunmer, 1986)

D=decoding;  L=language; RC= reading comprehension

 

2. Scarborough’s Rope

READING IS....
LANGUAGE COMPREHENSION	WORD RECOGNITION
...these become increasingly strategic over time	...these become increasingly automatic over time
Background knowledge	Phonological awareness
Vocabulary	Decoding (and spelling)
Language structures	Sight recognition
Verbal reasoning
Literacy knowledge

 To read, people need to first be able to hear the sounds in words (e.g. when they hear cat, they can articulate the sounds c-a-t). 

3. Structured Literacy is a teaching approach that provides a strong foundation for reading, spelling and writing. It includes:

* semantics    * phonology    *sound-symbol   *syllables      *morphology   * syntax

 

4. The Ladder of Reading (Nancy Young, 2012)

Further information

PHONEMIC AWARENESS

Phonological Awareness: an awareness of sound structure of speech, includes rhyme, onset, syllables, vowels etc (heard/said)

Phonemic Awareness: refers to the specific ability to focus on and manipulate individual sounds (phonemes). Involves reading.

o   Basic phonemic awareness includes blending and segmenting;

o   Advanced phonemic awareness includes phoneme deletion, sound swaps, phoneme isolation, addition and maipulation

ASSESSSMENTS – screening tools

·      Liz Kane Awareness Screener 1 & 2

·      David Kilpatrick PAST

·      Learning Matters Stage 1 Assessment

·      Heggerty Assessment

 

The Sounds of New Zealand English: https://www.youtube.com/watch?v=SePU-T4S-js

Continuent sounds

F

V

Th

Th

S: s, c, ss

Z: z, s, zz

TBC

 

Scope and Sequence – see handouts for LLLL and The Code

From LLLL Manual (sourced from: https://lizkaneliteracy.co.nz/little-learner-assessments)

Teaching Approach

·      Sound work & blending

·      Sound matching

·      Once children have stage 1 (LLLL): msfaptci, start blending

·      Letter formation: use the Milo printouts to assist https://drive.google.com/drive/folders/1CRAL-Pkg5ySqly3nAEW_iotw0vBs0ix9?mc_cid=3096fb299b&mc_eid=%5BUNIQID%5D

·      Blending: single then continuous

 

Stage 1

·      Letter sound matching

·      Onset – rime blending

·      Blending – use the “pull the sounds”  board or letter cards THEN cvc cards

·      Blending continuous – make sure its continuous before you move on e.g. si-p=sip rather than s-i-p etc

·      Writing: teacher writes/says sound, 2. Children traces teacher’s letter & says sound,  3. Indpendent,  4. Independent with eyes closed...then move on to vc and cv and cvc words

·      Intro books

 

Decodable Books

*** Finger pointing: if a child needs it, let them use it! Some chln find it hard to track with their eyes, regardless of level

Using the stages

·      Teach sounds and letters initially, especially vowels

·      Teach consonant clusters rather than blends e.g. st, nk etc....

·      Multi-syllabyllic words

·      Long vowels and short vowels

·      Double letters (the floss rule e.g. ll, ss)

·      Vowel teams e.g. ai, igh etc

·      Controlled vowels e.g. now, bar

·      Suffixes and prefixes

Independent tasks

·      Word reading

·      Buddy: one read word cards, one write words

 

One Teacher’s Approach

Day 1: sound (new teaching focus, single letter or a pattern e.g.

Day 2: word level – use word cards and isolate (underline, read etc) on word cards

Also saying, blending and writing the sound

Day 3: sentence level – sentence cards

Day 4: book level

Resources: set up the above AND a group set of writing books with two plastic bags (sounds we know; sounds to learn).

Further notes from Caroline Morritt (RTLit) 29/1/21

Ehri's Phases of Reading, 1994

1. Pre-alphabetic phase

2. Partial alphabetic phase

3. Full alphabetic phase

4. Consolidated alphabetic phase / orthographic mapping

5. Automatic alphabetic phase

Orthographic Mapping 

This is the process we use to store words permanently in our long term memory. 

It requires: 

* Reading connected texts 

* Advanced phonemic awareness

* Letter sound knowledge and word study