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Structured Literacy - Staff Only Day - 21/05/21

By Anonymous

Two teachers from Kaiapoi North shared their experience of Structured Literacy practise

Presentation from Mel & Felicity, teachers at Kaiapoi North School. This presentation includes recommended further reading and resources.

Group Teaching
Maximise learning and provide students as much practise as we can. 
  • Sound pack - focus on pure sounds   (add in new sounds a students are ready for them). Revisit several times a day - start of day, in literacy, end of day, after breaks
  • Heggarty or similar phonological awareness
  • In small groups, decode and encode (read and write) the sound or rule (e.g. floss rule words or CVC words with middle a, middle i etc)
  • Move groups through word level, sentence level practise. Sometimes decodable text, other times dictation
  • Heart words
  • Senior sound pack: also have to understand and say the meaning of the word part


Junior Section
What Kaiapoi North do in Year 1 and 2...
  • Keep: Yr1-2 poetry, independent literacy activities, modelled writing, decodable texts/dictation, heart words, daily sound pack with whole class and small groups
  • LLLL scope and sequence, and at end of stage 7.4 move to Turquoise on the colour wheel
  • PMs introduced at Stage 4 onwards, but with teacher support as/when new spelling patterns are introduced
What Kaiapoi North do at Year 3-4...
  • For those working at colour wheel level “The Code” becomes the spelling programme
  • Whole class P.A. and sound pack
  • Whole class decode, encode, decode , teaching new spelling pattern or rule, dictated sentence Follow up activity as part of literacy rotation
  • Group work - reading focus on comprehension strategies and look for spelling pattern in text
  • Texts sent home: PMs sent home as 'read to' text for parents to read to children
My Next Steps:
  • Make sound packs for each group and class - DONE
  • Make flash heart words for whole class - DONE
  • Reflect on Heggarty: move on to next section quickly if students are confident 
  • Last sound - trace / make a rainbow shape - what is the last sound? - DONE 
  • If a child makes an error (e.g. with isolating sounds, blending or segmenting etc, correct it there and then (no need to make them try again).
  • Use the VAK approach: Visual - Auditory - Kinaesthetic...e.g. have the children say the sound as they are writing it, tracing letters in sand, segmenting sounds using counters etc
  • Model continuous blending
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Comments

  1. Sandy Hastings, Principal, Beckenham School7 June 2021 at 01:30

    Charlotte, I don't comment very often, but I do love that you blog so regularly and reflectively - you have a great repository of your PLD and thinking/reflection here. I hope that this process is a positive and useful one for you in your professional journey and growth?

    ReplyDelete
    Replies
    1. Anonymous13 June 2021 at 02:46

      Thanks Sandy, and yes it is a really useful process for me. I use the blog as a forum for my own reflections and wonderings, as well as a log of useful strategies and resources. I often go back to it to find resources and refresh my ideas! I also like to use it to set goals, and to look back on my posts and identify what I've implemented, whether it ws useful or successful, and other techniques or approaches I might try. Thanks for making the time to comment. Charlotte

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