Charlotte Verity Professional Learning (School Based)

 Dynamic Indicators of Basic Early Literacy Skills Webinar with Emma Nahna Manual for Undertaking Dibbels Outline  Dibels is a tool for assessing and tracking literacy progress of students. It can be used to identify children at risk and used to target which specific areas of literacy learning they are challenged by. Intervention can be planned accordingly.  Key Points - understanding the test 3 tests: NWF (non word fluency), ORF (oral reading fluency), Maze (comprehension & vocabulary) CLS = Correct letter sounds (e.g. lun - child reads "l-u-n" WRC = Words read correctly  WRF = Word reading fluency Composite score on tracking sheet gives an overall rating/level  It's ok to use a tracking card if needed Give 3 seconds to read the word...if not, red for them or move on Progress kits: provide different tests at the same level  Grade 2 = Year 3 NZ, G 3 = Yr 4 Test are age specific...so a child in Year 3 does the Year 3 test, regardless of how advanced or n...

  What I Observed  Call  to attention, "wiggle in close"  Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent"  ( link to youtube clip ) Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc Sound swap - all involved - using online tool Fluency cards (teacher shows card, students say the sound) Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up  Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word.  Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals)  Fluency sheets - 1 min to read in pairs  Whiteboard CVC words, ...

Link to Presentation, created by Lisa Collier Heart Words & Orthographic Mapping * Students should be taught to map these orthographically, each of the phonemes or word parts can be linked to part of the English code.  * Students learn the codes of spelling through exposure and explicit teaching. * Teaching students the code allows for students to learn most efficient and effective brain patterns for reading. * Don't teach students to visualise or memorise these words. Teach them to decode. It is useful to alert them to the shape their mouths are making when they say each sound part.  * Students with dyslexia need more exposure, repetition and careful, planned teaching of the sound parts. * Orthographic mapping involves the student using the oral language processing part of their brain to map (connect) the sounds of words they already know (the phonemes) to the letters in a word (the spellings). They then permanently store the connected sounds and letters of words (along w...

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, d...

Full presentation by Caroline Morrit Background Reading and writing are reciprocal processes.  Reading and the spelling part of writing rely on phonological awareness.  Spelling involves encoding sounds and reading involves decoding sounds.  A cohesive approach best supports students' overall literacy development...or students are best supported to learn if spelling is taught explicitly.   Key Terms Phonology (spoken) - The organisation of speech sounds into words. Orthology (written) - The written spelling system of language. Morphology - The structure of words and parts of words - affixes and bases. Phonological awareness - An awareness of the sound structure of spoken words.  It includes words in sentences, syllables, rhyme, alliteration and phonemic awareness. Phonemic Awareness - The ability to isolate, identify, blend, segment and manipulate individual phonemes in words. Phoneme - A phoneme is the smallest unit of speech in a word.  The word...

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=d...

It was a pleasure to have Sue Leadbetter (Assistant Principal) observe my teaching of reading, using a new phonics based approach and book range. Various staff across the school are trialing this approach at present, and I am loving having an opportunity to learn and build my skills in this area.  The full observation and reflection can be found here.  Key positives which Sue noted:  * Children had a positive disposition in the reading class. I have worked hard to show a personal love of books, and to present our material as fun and engaging.  * I showed a sense of trust and belief in the children's abilities... this is very true, I believe they are all smart, inquiring children who have every potential. I believe they can become great readers with the right teaching and resources from us, and engagement and effort from them,  * Explicit teaching of phonics related skills were clear, e.g. fast blending.  Possible challenges/next steps (with my reflections h...

An Resource Teacher: Literacy (literacy expert) has been working with many of our high needs literacy learners, and providing us with training on phonemic awareness and ability. Phonological awareness includes * Single letter-sound relationships * Being able to delete a sound (e.g. cat without c is at) * Being able to add a sound (e.g. sat with an l is slat) * Being able to substitute a sound (e.g. cat to sat) * Being able to blend sounds Reading involves:  * Good language (and story) comprehension * Good word recognition from Sir Jim Rose: The Simple View of Reading - see below Full graphic here -  The Simple View of Reading by Sir Jim Rose This relates to Luke & Freebody's (1999) text decoder and text user roles. This was a model I studied extensively during my teaching in Australia. Luke & Freebody (1999) also site text user (using structure, purpose to make meaning) and analyst (critical review), as important to the foundation text decode...

The best single predicator of future reading achievement at school entry is phonological awareness. Gillon (2004); Pressley (2002); Elhri et al (2001); Goswami (2001); Blachman (2000) Repetition is required build the neural paths for new knowledge and skills in the brain. What is the single most effective thing you can do to help the low level reader? Hear them read out loud at instructional level every day. Reading requires:          Knowing letter sounds          How to blend sounds together          Requires graphic knowledge & memory (e.g. for high frequency words)          Comprehension          Fluency When faced with a new word, a child can use graphic knowledge (word chunks e.g. ing; graph etc) and phonics (letter sounds).  Spelling requires:          Segmentation      ...