Charlotte Verity Professional Learning (School Based)

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...

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...

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      ...