Caroline modelled a reading session for me, working with a group of Stage 4+ readers. Many of these students are ESOL and require continued practise and support on blending and segmenting. Most children do no immediately read or recall a word read 1-2 pages prior in the text (difficulties with orthographic memory). While they have all progressed, we are wondering if we can speed their progress up. Caroline suggested: increasing the number of books which each group reads (currently, there are 3 groups below or well below standard), using Phonics + series and UFLI printables (worksheets also available). Book intro for phonics + books and just tell students Te Reo words. Briefly explain that these are not sounding out words games such as speed word card games ( YouTube link for games to play with these). It is important that students try and sound it quickly in their heads, then say out loud. continue with fast word lists and sound swap games teach additive blendi...
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Appraisal/TAI Observation Record This is an observation that is primarily for the benefit of the teacher being observed – who sets up the observation with a particular area of interest and development of their own in mind. It is important that the person doing the observation knows what specific area of their practice the teacher is wanting feedback on. The teacher completes the parts in green prior to the observation , the observer collects the data, notes any questions they have, Then at a feedback discussion, the observer and teacher discuss and complete the final sections. Appraiser Observing Caroline Morritt Observation Date 16/5/23 Teacher Charlotte Verity Observation Time Topic being taught Literacy - spelling and reading (Teacher to complete): The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation (in relation to an ‘on top’ issue or to an appraisal/TAI goal) : ...
FULL PRESENTATION FROM STAFF MEETING, LEAD BY LISA COLLIER When leaving the LLLL range of books, check you've covered: 7.5 Morphology focus -ed ce ci cy ge gi gy dge ph le wr Rules: 1. Gentle Cindy- When the letter c is followed by the letters e, i, or y it changes from the hard /c/ as in can to the soft /s/ as in city. 2. When the letter g is followed by the letters e, i, or y it changes from the hard /g/ as in got to the soft /j/ as in magic ...and check that you've covered early spelling rules (The Code) The Code Year 1: * Open syllables- a syllable that ends in a long vowel spelled with a single vowel letter e.g. no, we, she * ‘S’ can represent the sounds /s/ and /z/ e.g. is, has, his, was * Suffixes -s (plurals) -ing (action/ doing) The Code Year 2: * ‘C’ or ‘K’- when using /k/ at the beginning of a word, the vowel that follows, tells which letter to use * “C takes a o u, K takes the other two” * Contraction...
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...
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...