Marianne Brown - SL PD - 04.06-05.06.25

WHAT 3 cuing systems problems - takes attention away from actually looking at the word - heavy reliance on the pictures - encourages students to guess - based on research that was originally flawed - doesn't focus on skills students need to learn how to read Successful readers process the print first and then check for meaning. Not the other way around. What percentage of children is structured literacy essential for? 60% The top 40% of class are going to learn regardless of the way it is taught. Structured literacy however, will be extremely beneficial for teaching spelling. What are the 3 components of structured literacy? Diagnostic Explicit Cumulative Systematic Content (phonology, morphology etc) + the components from above = Structure literacy. Scarborough Rope How many phonemes in 'Shipping' (5) Orthographic mapping is the cognotive process by which children learn to read words by sight and learn to spell words from memory. It stores words into long term memory What are the 3 parts of a structured literacy lesson? - Review - Teach - Practise and Apply <> Grapheme - Letter name / / Phoneme /k/ - Letter sound Little u shape (Breve) above the vowel indicates short vowel Macron for long vowel v - vowel c - consonant -y one syllable word ending in 'y' - - y two syllable word ending in 'y' Activity! Alphabetic Principle The recognition that written letters (symbols) represent the sounds of of the spoken language 26 sounds 44 phonemes 280 different ways to write those phonemes C or K rule k takes e and i c takes the rest Mack has a Mask At the end of a syllable Use ck right after the short vowel otherwise use a Day 1 - Start with basic words: rock, stick etc Day 2 - pin_ does it come after a syllable? Yes. Does it come after a short vowel? No therefore a 'k' Marianne suggests using a tap on her shoulder then down her arm for syllables Floss rule 3 criteria: - one syllable - ends with a floss letter - one short vowel Start simple The double 'll' can change the sound of the vowel eg all. Best to teach this as one sound. More like a heart word. Digraphs two letters that make one new sound. Eg /sh/ When practising digraphs...say the individual leters and then the sounds /ch/ Triagraphs. E.g dge ch or tch - start with easy words like match etc. Comes after short vowel. Do this in second session....exceptions: much, such, which... 3rd session - justify - why did you choose ? /wh/ actually has 2 sounds. Silent 'what'. Silent 'whose'. Diphthong - A sound formed by the combination of two vowel sounds. Best way to teach these is through discovery. These can be done through something like a card sort. R Controlled vowels. A vowel that is immediately followed by a an Marianne's advice... with pick pure sounds first. E.g perm, jerk, term. NOT Sista Syllables - 7 different kinds? Start with open and closed. Rabbit Rule Phoneme smallest sound. Morpheme smallest chunk of meaning. Affixes = prefixes and suffixes Use the word base word instead of root word. Base word is the part that can be seeen. Root word needs to be investigated. Why do we need to teach morphology? Only needs to be taught from year 3 onwards. Y 1/2 ed, ing, s Awareness of morphology has been shown to be a strong indicator of and positive influence upon reading comprehension. Two types of bases: - Free base can stand alone e.g teach - Bound base needs to have a affix attached. Be aware of compound words! Morpheme Matrix. You can Google this for a word and it will produce a matrix for you. Review Vocabulary - a key part of language understanding (Scarborough's Reading rope) Needs to be explicit and a deep dive. This is backed up from the NZC Very important for reading comprehension. Tier one words - common everyday usage Tier two words - High frequency content specific Tier three words - Low frequency Did an activity where we catergorised words for a topic into tiers. Example word - catawampus. Don't ask - 'who knows what this means?' Someone will say something about cats thus overburdening children's cognitive load. Teacher needs to teach. I do. Give students definition. Talk about synonyms and antonyms. Give examples (with pictures). Put it in a sentence. Once everyone has the knowledge. Ask a thought provoking question. Talk to the people next to you - what has the potential to go catawompus? Word web is a good activity for senior students Semantic Map Important to review words Fluency pairs. Students are paired with a purposeful partner. Eg. Partner A reads for 4mins Partner B is the coach and the summariser Parner B reads for 4 mins Partner A is the coach and summariser Teacher can roam at this time or take a targeted group. Paragraph shrinking: Name the most important who or what. Tell the most important thing about the who or what. Say the main idea in 10 words or less. To make pairs - rank students then split in half to pair up. This means that the top student is pair with someone around the middle Whole Class Teaching - Research supports that this lifts the levels of all students Why should we do whole class reading? - Builds fluency which builds comprehension - All students get to take part - Class discussion, opinon sharing, justifying ideas - Builds content knowledge. Be deliberate about text selection initially. Try and tailor choices towards less able readers so that they can become the 'experts' Whole Class Teaching - The whole class joins in - Teach to the highest group (the year level that is appropriate) - Differentiate as you go - Fluency Pairs - Take targeted groups. Whole Class Reading Lesson: Charllote's Web - Read about owning sheet - Learn about the author - Stories that match the morals - Study the animals etc Suggested Reading plan for the week Fluency is related to comprehension. Fluency is the bridge that takes students from the island of decoding to the island of comprehension. What is fluency? - Accuracy (decoding) - taught - Rate (speed) - practised - Prosody (Expression) - modelled Accuracy Systematically and cumualitibrly traching sound to symbol correspondence Teaching how to slide phonemes to gether Orthographic mapping Rate Reading at a rate that is neirther too slow or too fast Fluency pairs are a good way to encourage fluency practise. Prosody Needs to be modelled by the teacher The key to teaching prosody is tied in with the punctuation Explicitly teaching punctuation and teaching children... Punctuation Full stop - slight pause/breath Comma - slight micro pause/breath Question mark - voice goes up at the end Ex Mark - voice gets louder or projects out Speech Mark - might change voice. Modelling prosody Model text to students try echo reading try choral reading Read everyday to students! Fluency with a decodable. If a student is slowly sounding out each word then don't move on to the next page. Re-read the sentence (might take a few times), focusing on going a bit quicker each time. Dibbels SO WHAT/NOW WHAT - Review is something that is extremely important to help students commit learning to long term memory. Needs to be a part of all lessons across all areas. - This can be applied to different areas of learning. E.G - D.T - The teacher needs to teach! I DO - Read to students every day!