Liz Kane - 11.11.2019 - Decodable texts and THE CODE

WHAT

Some kids, possibly most will be on decodable texts.

If the kids or on decodable texts, then this is their THE CODE. It is not necessary to use THE CODE as well.

THE CODE - a systematic approach to teaching spelling.

There are not multiple ways to read as some people suggest

The Science of Reading - Reading is a learned skill, therefore needs to be taught. Evidence based paper around the science of reading - all backed up by evidence and research.

Reading is not a natural process - therefore instruction focused on the skills and sub skills involved in effective reading. Needs to be intensive - daily - data driven. Especially for the kids that are struggling.

David Kilpatrick - Equiped for Reading Success - 1 minute activities - good for older kids to do a few of these a day.

We still need to be working on comprehension and using big books and poems to give students a greater coverage and fostering a love for reading.

Phonological Awareness Screening Tool - Use this to find 'holes'. When gaps are identified, then use (insert resource name) for targeted activities.

DECODABLE TEXTS:

- Structured and sequenced so that students get exposure to letter sounds in order.
- Kids need to know the letter sounds before they can read the book.
- Use letter card packs (sound packs) to help students slide the letter sounds.
- Use letter card packs to make a word such as map and ask students to change it to sap.
- First books - CVC
- next stages - floss rule - ff, ss, ll after short vowel
- then digraphs - short vowels are trapped such as 'shop'
- Longer rules can be split using the 'rabbit' rule or the 'trumpet' rule. Split down the middle of the double consonant to make it easier to read.
- Each group on decodables needs a sound pack. These packs need to be made up by the teacher and include some of the sounds that they cam across at earlier levels. Can drop off some of the letters once the students have it fast. Always keep vowels.
- Can be useful to read the list of words at the back of the book first.

ENCODING
- You need a sound pack - remember to keep letter sounds that students have had trouble with
- Choose a few of the sounds
- Follow sequence of learning - don't do everything on the sequence if it is not needed.
- VAK - e.g - write 'ng' saying each letter and then combining all the way across the page - introducing new spelling patterns.
- Introduce the sound
- Complement these lessons with Sound Check books - for kids that are struggling.

THE CODE
- Don't necessarily need to use this for teaching if using decodable texts.

VOWEL RULES
- Exceptions being open vowels. these are the ones when the gate is open and there is no consanent at the end closing the gate. When this happens then the vowel is long. Closed vowels are always short.
- R controlled - when the 'r' changes the sound of the vowel coming before
- vowel teams
- Diphthong - two vowels that glide together to make a new sound
- Silent E - take this slow when teaching
- Consonant - le e.g. wiggle or bubble or bible. Count back 3 from the end of the word.

ASSESSMENTS
Test - grapheme/phoneme knowledge and phonological screening tool

GROUPINGS
- Kids that are past decodable texts - focus is on spelling - use the code - use word check lists to check levels
- Find some things for these kids that most of them need to work.
- There will likely be some groups doing decodable groups with other groups doing 'The Code' and also reading Junior Journals and other texts.
- The Code - Year 2 onwards - these guys need 'The Code' for writing and spelling.
- Groups with decodable texts - don't hold kids back just because they can't write it.

WRITING
- Simple view of writing - ....
- Good idea to have a sound wall for kids to refer to when they are independently
- Need to make clear links with writing when talking about letter and sounds and talk about how students need to remember to use what they have learned in their writing.

SPELLING
- Use the Code word check lists to test spelling
- Track where kids are at. Kids need to be able to do it during groups (dictation and writing), apply it during independent writing and explain the rule for them to get a 'green'
- Gentle Cindy - rules around soft sounds
- C or a K? K takes the i and e C takes the other 3
- Sound Check books can be used to supplement
- Heart words - write over - copy it - cover it and write it. 5 of each.
- When doing heart words - say each letter and then say the words. 

SO WHAT/NOW WHAT

To re-vist in 2020 based on what age group that I am teaching.