Structured Literacy Zoom

 c or k rule - List 9 The Code 

At the beginning of a word, the vowel that follows indicates which letter to use.

k takes i and e, c takes the other 3.

c takes a o u, k takes the other 2.

Review/Revise - daily - something recent, tricky, paced. Everyone says everything. It is not a test. Everyone writes. Fresh page, pens down. Every time you review, you are forgetting a little bit less.

What suffix means past tense? ed

What are the 3 sounds of ed? /d/t/ed/ played/locked/hunted. Revisit 'base' word.

What 2 letters do we use to represent the /k/ sound in a one syllable word after a short vowel? /ck/ snack bucket

Say there. Sit over there. How do we spell there? 

Homophones

Teaching - introduce. use a repetitive introduction. Today i am going to teach you the sound /o/. This is the phoneme /au/. 

Model x 3 The word is launch. We will watch the rocket launch. Segment l/au/n/ch/

Practice

Apply - dictation. Opportunity for kids to apply new learning. I do, we do, you do. No opportunity to call out if they have forgotten. 

A blended review might occur towards the end of the week.

Koia te Matauraki

Stephen McConnachie from ThinkeLearning - creating a site for aspirational reo progressions in auraki. https://ktmexample3.wpcomstaging.com/

Year 4 - 6 - Level 2
Year 1 - 3 - Level 1

Dianne Robinson - Ngāi Tahu 

https://koiatematauraka.org/

https://sites.google.com/southhornby.school.nz/uru-mnuka-cultural/te-reo-m%C4%81ori

Mathematics - Rob Profitt-White - PLD

 Starter

A picture is worth 1000 numbers - put up a picture of something - burger, animal, whatever! Children have 5mins to come up with as many numbers they can connect to that picture. Eg. 10km away from my house, 100 calories. 

Eg. 6 weeks old,  2 ears, 4 feet, 1,000,000 hairs etc.

Create 3 right and 1 wrong problem. Eg. Balancing the = sign.

Move and Prove - 2 tens and 15 ones can be presented as - a) 215, b) 25, c) 35, d) 2015. Kids physically move to corners of the room.  A good way to assign competence to children who know. Tuākana who can 'teach' less confident peers. Once you've had the initial kōrero, allow another 30 seconds to hold ground or change their thinking. BUT - if a child move, they need to explain why. A moveNprove can become your rich task for the week.

Make sure you show good coverage/representations of examples and non-examples. Eg. Triangle example - 39% (National norm) of Year 3 NZ children get PAT question wrong because they haven't been exposed to scalene triangles. They are used to only seeing equilateral triangles. The power of the visual is over riding their thinking. Introducing these concepts in Year 2 is much easier than Year 6! 

It takes 4-7 years to become proficient in DMIC!

Know - Understand - Do - comes from Canada!

Workbooks from PRIME, OXFORD, iDeal etc - Publishers can't afford for schools to 'run out of work'. When creating them, they took a typical amount of work a teacher could achieve in 5 hours, then added on 50%. Do't be  a slave to the publishing company! The guide is good, it promotes teacher pedagogy. The workbooks do not! It's all about $$$ 

Mathletics - sneaky! They take free tasks from Nrich, NZMaths etc, change then up, and sell them back to schools!

There are 4 main types of task.

Surface

Exercise - Practice of known facts or procedure. Surface skills. Equiations. eg 18 + 31 =

Application - Simple routine word story problems. Little skill. Jo has 15 balloonns, and her friend has 17. How many all together? 

Rich

Open - Multiple solutions. Opps for exploration. Jo and Olivia have a bunch of balloons. 32 in total. 

Unfamiliar - Investigations or complex tasks. 

Secrets behind the Refreshed Mathematics Curriculum

Know

Concepts (big ideas) - what the tamariki need to know. Kids would benefit from teachers reading this blue bit.

Content (skills) - this is where Twinkl and HERO go to. Multiple goals, fancy dials etc.

The Holy Trinity of Maths

Patterns and Variation

Logic and Reasoning

Visualisation - teach the regular, the non-regular and non-examples. CPA = concrete, pictorial, abstract.   

There are 3 parts to a maths problem - WHAT (the answer), HOW, and WHY?

Rich Routines that activate the KNOWS and DOS

moveNprove - notice, recognise, respond. Great for the start of the week to identify global misconceptions.

discussNdefend - see - think - share. Slow reveal graph. What do you notice? What do you wonder? Show some non-unit items, eg, length of string, pencil, dice. Kids have to estimate how long the string is. Show the answer in the reveal. Show more pics (of same items) to estimate.  https://stevewyborney.com/

recallNreason - explore - play - create. Great for once a week to enhance relationships, fun, academically rich games

reviseNretain - remember - apply - solve. SPQ - Scrape Paper Question - once a week. Eg. 201 - 198

When children make errors - Teachers needs to categorise who needs procedural, conceptual, or language support. Teachers usually only focus on procedure.

GLOSS - Gliding loosely over surface skills! Not helpful. Not teaching to the north east!

RevisitNretain 

Reactivate and practise something that has been taught previously. Deepen the know.

Whakamahana/Warm up/Hot spot/ Coneptual starters - all the questions should focus on the same skill.This does not have 2 be every day, could be 2 or 3 times a week.  

Rob's view - writing in a text book is detrimental to kids development in maths! Too much structure creates zombies. 

A typical child should have had 75 - 90 hours of math instruction by the time they get to Year 4. 

Algorithms are necessary, but children need to have an understanding of place value, otherwise they are parroting (barking at the page!) 27 - 19 (algorithm). When renaming, children need to know that 17 is made up of 1 ten and 7 ones.

Patterning

10 - 7 = 

11 - 8 = 

111 - 108 =

1111 - 1108 =

Just like in DMIC - when and child is doing well/on the right track - stop the class, draw everyones attention - public praise, assign competence. Send them back. Copying is great!

We have 4 days over the year with Rob. 

Structured Literacy March 2025 - Day 3

Review 6-8 graphemes/morphomes/ word lists in each session.

Blended reviews - where you revise a few different patterns.
"In August we can take the dog over the brigde."

Fluency has 3 main parts 

Vocabulary

Tier 1 - high frequency - every day words, found in everyday language. Eg. run, jump, chair...

Tier 2 - Academic - wide ranging and high utitily. Eg engage, emerge, fortune. THESE ARE WHERE WE FOCUS OUR TEACHING.

Tier 3 - Technical, low frequency. Subject specific, maths, science. Eg. isosceles, photosynthesis.  

Changing our writing

Traditional

More = better

Assign eriting tasks after modelling (guide on the side)

Allow students to write the way they speak

Give the child a fancy pen or border to write within!

Structured Literacy

Explicitly teach writing in careful logical way

A few well-crafter sentence will lift over-all quality

Explicitly teach syntax, allow for mastery

Spend regular time explicitily teaching

Self Regulated Strategy Development

Use SRSD

P = pre-read to get the gist, pull apart, pick ideas.

O = TIDE - Topic, ID info and details, or CSPACE - CS Characters & Setting, PA Problem & Action, CE Climax & End.

W = Sentence expansion and combining.

E = CUPS - Capitals, usage, punctuation, spelling.

R = ARMS - Add, Remove, Move, Substitute.

Review

I have got a smudge on my badge.

Blended - We can't budge the trolley out of the ditch. 

Blended - The friendly judge spoke softly to the man about his driving.

Read the sentences one at a time, get kids to spell out words, "tick it or fix it."

Whole Class teaching

'Core and more' philosophy.

Tier 1 - everyone (hoping for 80% to be in this group - able to grasp new learning)

Tier 2 - intervention group - 15%

Tier 3 - 5% 

 

Tier 2 and 3 are targeted groups. These groups are taking target groups while tier 1 are doing independent work. 

Oral Reading Fluency Assessment

Once you have done the assessment and data has been entered. 

If accuracy is below the benchmark - Phonics Assessments need to be done to identify where the gaps are.

If fluency is below the benchmark  - Choral reading/partner reading is needed. Repeated readings.

Ministry requirements for taking part in this PLD

Nonsense words - Yr 4 only

Oral reading fluency

MAZE

Spelling assessment

Take aways

Using the same names for all terminology. There needs to be consistency.   

Do we all use Casey the Caterpillar?!

Pick a stick for warm calling children to share their ideas.

What assessments do we have to do? How will that add to what we are already doing! 

Structured Literacy March 2025 - Day 2

 Using Talk Moves 

Use a visual in books. Tamariki can tick off or mark in some way when they have used it. It moves them from social conversation to professional and academic dialogue. 

The Not So Simple View of Writing

If it's not automatic, it's dominating the child's memory. If students can not write, it a misery task. "How do I form this letter? How do I write this word? Now I still need ideas!

Text generation also shown as Composition' in some visuals.

Transcription (Tuhi-ā–ringa)

What we can write, we can read. This does not go the other way! If we can spell it, we can read it. 

The Code - List 40 - modelled session. 

Review - Anything recent, tricky, hasn't been used in a while/retrieval from long term memory. Not just what you taught last week.

Seen review

Short vowels on the board (say them) e a  o i a

As in burn - ur,  as in farm - ar, as in sauce - au

Homonyms - 1. Here, 2. Hear. "I can hear you." Which number? "I am going here." Which number?

Unseen review 

Which 2 letters make the /er/ sound in bird? Write bird. Now write first. 

See example below. 

Write homophones. Eg. write/right. Here/hear

Then move onto morphology, contractions

New learning - The CVC doubling rule (1 syllable word)

Base word ends in CVC + vowel suffix = double the final consonant  

There are 2 steps to Review

Step 1 - decode - read some sounds

Step 2 - encode - spell some sounds

Explicit Teaching

Model and write pattern - see above.

Practice
There are 2 steps to practising the new learning 

Step 1 - decode new words

Step 2 - encode new words

Apply/Application

Dictation

Structured Literacy March 2025 - Day 1

 Engagement Norms

Any questions should be answered in full sentences.

• No hands up, all are expected to participate. 
• Multiple choice - ranking 1 -4
• Yes/No - Thumbs up/down but fist to tummy so it's not distracting for others.
• Pair share. As tell Bs, then swap. 
• Container with rākau, pull one out with child's name on it. 'Warm Call.'
• It's a 'Cold Call' if you ask the pātai then immediately ask a child. 
• Writing on their whiteboards or in their books 
• Track with me - point to the words as teacher reads
• Read with me - aloud.

The Science of Reading

• 40-50 years of research.
• Comes from linguistics, neuroscience, cognitive psychology, education
• Every human learns to read the same away, some just take longer than others.
• Kinaesthetic learners, visual learners = rubbish.
• The Simple View of Reading (1986 Gough & Tumner) = how reading occurs in the brain. WORD RECOGNITION x LANGUAGE COMPREHENSION = READING COMPREHENSION. Word recognition means lifting the words off the page. 

Rosenshine Principles of Instruction

• Review prior leaning. Always start with a quick recap.
• Small steps. Introduce new material gradually to avoid overload.
• Ask questions. Frequently to check for understanding.
• Provide models - effective teachers provide many opportunities/solutions.
• Guide the Practice - Help them as they practice.
• Check for understanding - always along the way
• Aim for high success - 80% of the group (these guys say class) need to be feeling comfortable before we move on.  
• Scaffold tasks. Break tasks in smaller manageable tasks.
• Encourage independence - faster fluency and automaticity through practice.
• Regular review - not only from last week, but last month, last year. 

Rethink the way we question tamariki

Have you understood VS What have you understood?  

Who can remember what we learned VS Let's review what we learned yesterday

What have the children learned today? VS Has my teaching been successful today?  

Principles of Structured Literacy

1. Systematic - Follow a scope and sequence
2. Cumulative - Follow a scope and sequence
3. Explicit - simple and direct so we reduce cognitive load. 
4. Diagnostic - monitoring all the time and being responsive to our tamariki. 

Reading  + Spelling + Writing + Oral Language/Vocab/Background Knowledge

Assessment (universal screenings, diagnostic, progress screening)

Science of Cognitive Load Theory

Ideas can not be generated if kids are feeling overload from inability to form letters, hold an idea in their head, hold the pen correctly etc... There is too much going on the their working memory.

We need to shift as much as we can into automaticity. 

Mastery frees up space in the working memory! 

Extraneous load - any thing that draws attention away from the learning.

Intrinsic load - anything that help me hold on to that learning.

Implications

• Be clear about what we want the students to learn.
• Teach systematically and cumulatively
• Be direct and explicit - cut out redundant information 
• Give worked examples - modelling
• Daily review and retrieval practice
• Predictable routines with low variance
• Checking for understanding

Attributes of explicit instruction = Interactive - Feedback - Perky Pace

The Forgetting Curve 

The original Forgetting Curve was derived in the 1880s by the German psychologist Hermann Ebbinghaus 

Review 

Decoding - write up homonyms eg. write right. Say sentences, children have to show you 1 or 2, eg. "I write my name" 1 or 2.

Encode - "what 2 letters spell the /ur/ in burn?" Write 'burn' "Now write 'turning' 

Which 2 letters make the /au/ sound in 'sauce'? Now write 'automatic'

Which 2 letters make the /aw/ sound in 'draw'. Now write 'draw' Now write 'lawn'

Which 3 letters make the /ch/ sound in 'catch' Now write 'latch'. Now write 'fetching'

Share a sentence - I am going to say a sentence with 'hear' in it. How do we write 'hear' H - E- A -R. "I hear you are having a sleepover in the weekend" Write 'here'

At the end, read through all the word across the columns

New Learning 

/-dge/ (List 37 The Code) - Straight after a short vowel sound in a 1 syllable word.

Say out loud.The sound is ... The spelling is ...

eg. 'fugde' 

Clap the word. Is it 1 syllable? Yes. pull out the phonemes, f-u-j. Is the /j/  straight after the short vowel? Yes. So we use the /dge/ spelling.

eg. 'cringe'

Clap the word. Is it 1 syllable? Yes. pull out the phonemes, c - r - i - n - j. Is the /j/  straight after the short vowel? No! So we use /ge/

Practice 

Now a list down your page.

"My word is hedge. The bird sat on the hedge. ... Say 'hedge'. What are the phonemes? Write the word. put a dot under the short vowel and underline the 'dge'" Sound and write.

My word is badge. The Policeman had a shiny badge. Say 'badge' What are the phonemes? Write the word. put a dot under the short vowel and underline the 'dge'" Sound and write

Repeat with ridge, dodge... 

Put your pens down. Put your finger on the top of the list. We are going to read down our list.

What's the spelling? /dge/ what's the spelling? 'd-g-e'

Dictation

Say to me I like fudge. Say it to a buddy. Say it to me again. Write it down. Don't forget capital letters, full stops, finger spaces. Underline the /dge/.

Repeat with - They can trudge over the bridge.

Repeat with - Mum put a wedge of fudge in the big fridge.

Put your finger by the sentence.

Read it. 

Spell the word.

Tick it or fix it. 

Lots of repeating throughout - "What's the sound? What's the spelling? Straight after a short vowel sound in a 1 syllable word!"

Appositives

An appositive is a noun phrase that comes after another noun phrase (its antecedent) to provide extra information about it. It sits between 2 commas.

Example 

Mrs Jones, my teacher, lives by the river.

Non-example

My teacher, who lives by the river, is Mrs Jones.

This sentence contains an embedded clause and does not give more information about the noun. 

Give 2 sentences to kids. They need to merge into an appositive.

Fluency buddies - Partner a reads first while partner b is tracking. Swap. Might be a paragraph. 

Example for Stage 6

Review 

phonemes - short vowels, floss, some not all

word cards - flip through some words

Tell them the pattern we're learning - new sound - /sh/

The sound is...

The letters are...

Practising writing across the page - say the letters s-h, say 'sh'

Read some words with that pattern. You can use a book with words in the back. or SL site. 

Slow read - hear all the phonemes

Fast read - for automaticity

Write 4 words - word ladders. Read up and and down the ladder. Use 'Grab and Read' cards. 

Learning is not a Spectator Sport - Dr Anita Archer 

The Essentials of Active Participation

1. Request frequent responses from students. Effective teachers generally provide 3-5 opportunities to respond per minute. Eg. unison choral responses, gestures, response cards. If on a whiteboard - 1 per minute. 
2. Overt repsonses - say, write, do. In all lessons. 
3. Involve all students. Everyone needs to be doing everything to show their understanding. 
4. Structure the active participation procedure. Intentional, structured, planned, and consistently implemented. 

Repeated reading is one of the best strategies for improving fluency. 

3 readings is ideal.

My takeaways

• Stop putting hands up
• Keen to hear more about small group compared to whole class teaching - listen to Kate's PODCAST! 
• Don't forget to use - The Syntax Project
  

Structured Literacy - Teaching writing through a SL lens - Wednesday 20th + Monday 25th November

Appositives

An appositive is a second noun or phrase that is placed beside another noun to explain it more fully.
Don't use 'who', 'which'  - that makes it a clause.

'However', 'therefore', and 'consequently', 'for that reason' are not conjunctions! They are adverbs.

They can not be in the middle of a sentence. If used, begin a new sentence.

Use a comma after writing the word.

  

Sentence Combining

You can give specific cues, eg. use a conjunction to join these sentences. 

Underlining and Note-Taking

Paragraphs

SPO (Single Paragraph Outline)

A single paragraph outline - SPO is a TWR template students used to write a single paragraph. It needs a Topic Sentence (T.S), supporting details (S.D), and a Concluding Sentence (C.S).

Great way to begin paragraphs (choose 1)

- Sentence types (question, exclamation, command, statement)

- Subordinating conjunctions

- Appositive (interrupter)

You can introduce paragraph writing in Year 1. 'We do' activity = shared writing.

Begin with a really broad topic sentence.  Brainstorm ideas. 

Revising is different to editing - important to distinguish difference for students.

Revising: means clarifying and altering the content or structure of a draft - at its core

revising requires writers to put themselves in the shoes of the reader.

Editing: it involves identifying and then correcting.

Mahi by Mahi with Mahina Selby - Session 2

Recap workings of the left brain

More info on Scope and Sequence
Kaupae 1 + 2 are a mix of stretchy and stop sounds.

nahanaha - systematic
raupapa - sequential
mataaho - explicit
kohura - diagnostic

huarite - rhyme

"Tinihia te .... ki te ...." = for Heggarty

oro kē - digraphs
oro puare rua - sounds can still be separated

oro - sound to symbol 

kūoro - dividing kūoro into 'chunks' to help speed up then process of decoding fluently. 

Kupu - helping tamariki orthographically map

Rerenga kōrero+ pukapuka - 

Kaupae 1 (a) sample lesson - Pānui + Tuhi

Pic 1- review what the tamariki know. Whakaharatau formation. Needs to have been some explicit teaching of formation first! 

Pic 2 - show 8 pikitia that begin with the pū that have been covered. Tamariki write down the oro tuatahi.

Ngohe Pai

• Show pikitia of seomthing, eg kōtiro. He aha te kūoro tuatahi/whakamutunga?
• Use lego blocks for stretching out oro or kūoro
• Kupu Panga (guess the word) - show pikitia of 4 things, each thing beginning with the first pū of the kupu tamariki are trying to guess. eg. Hipi, Aniwawa, Kāmeta, Anuhe = HAKA

Structured Literacy - Teaching writing through a SL lens - Wednesday 23rd October

Asking Questions

It’s as important for students to learn how to generate questions as it is for them to learn how to answer them. When students formulate questions, they’re developing higher-level cognitive functions while at the same time focusing on the main idea of the content that provides the basis of their question.

Tips

Encourage students to ask precise questions for a given answer.

Consider using expository terms in place of questions - discuss, justify or describe

Check if students are only using literal questions vs higher order questions.

Display a list of the question words - who, what, when, where, why, how.

Display a list of expository writing terms - pg 237 TWR

Make sure students understand the question words.

Basic Conjunctions
Because - why (asking for more) (Sub-ord)

But - a change in direction (Co-ord)

So - cause and effect (Co-ord)

Give the stem - children finish the sentence.

Eg. Hairy Maclary is a cheeky dog because...

Tips

Make sure stem works with each conjunction.

Do orally with younger students Watch out for “so”.... Not “so that”.... More like therefore

Include a comma before “but” and before “so”. No comma required before “because”

Blank line should follow directly after the conjunction in each sentence so students don’t think you are starting a new sentence.

Focus on one at a time for juniors.

Link to all areas of the curriculum

When to use a comma!

Depends on the clause - 

I D - I watch TV after I do my homework.

D, I - After I do my homework, I watch TV.

Structured Literacy

 Practice makes permanent!

REVLOC = trumping system

For something to be orthographically mapped - it might take 4-14 exposures. If the child is a neurodivergent learner, could be 200 exposures needed! 

Mahi by Mahi with Mahina Selby - Session 1

Structured Literacy i te reo Māori

Kupu 
ōkawa - formal
ōpaki - informal

Kōmitimiti - blends

Tautohu(a) - identify/locate

Arotake - review

Whakaako - explicit teaching

Mataaho - explicit

Cognitive Load Theory
Short Term Memory - Limited capacity, small duration - 5-7 items, 15-30 seconds.

Working Memory  - Allows for manipulation, still limited capacity. Temporary storage.

Long Term Memory - Orthographic memory.

Repetition, break down tasks, multi sensory and multi  

Cognitive Load

Base level load - Intrinsic - lots of new information. Overload. 

Extraneous - unnecessary load - poor fonts/colours

Generative - Germaine - integrating new information with existing knowledge. "Oh i get it." Kua taka te kapa! Making connections 

The Science of Reading

Decoding x Comprehension = Reading

Hanganga Reo Matatini

Tamariki being able to write sounds is fluent writing! 

With Te Arapū

Bring pūreta in

Kūoro and oro

Adding, deleting, changing 

All ages

Pukapuka kaiako

Scope and Sequence

Whakaaro Pai

Whakamaua he kupu mahara to te kaota o te rā.

www.mahibymahi.co.nz

Structured Literacy - Teaching writing through a SL lens - Wednesday 9th October

Module 1 : Laying the Foundation

1. Writing should be taught using direct and explicit instruction and involve deliberate practice. I do, we do, you do. Appeal to the learner's brain. Hear, see, and say - model in every session. Let them hear teacher thought processes, lots from their peers. Let them see docs, responses on board. Let them say.
2. Boost teacher knowledge of what to teach using a scope + sequence. text generation (words, sentences, and discourse), transcription (handwriting, keyboarding and spelling), and executive functioning (attention, planning, reviewing and self reg). Cover the writing rope. 
3. Sentences are the building blocks of writing, and grammar is best taught in the context of student writing.
4. Content of the curriculum drives the rigour of the writing activities.
5. Planning and revising important parts of the writing process.
6. The importance of reg feedback, writing goals and assessing student writing.
7. Embed through all subject areas and in the context of the curriculum you are teaching.

Check out Scope and Sequence - Syntax Scope and Sequence 2022 

Module 2 : Transcription skills

Handwriting - cursive is good for kids who struggle to handwrite. 

We want the bottom 2 to be at a level of automaticity. 

Processing Capacity Limit - humans can only hold so much in their brains! Automating the small sub-skills allows you to more quickly develop difficult higher-order skills. Frees up cognitive capacity.

Frequency is more important than quantity.  

How to pick up the tool - "Nib to naval, pinch pick, flick" trick.

Unlined paper is good to start with when formation is the main goal. Bring on the line when size is the focus.

Good handwriting can support spelling patterns. 

Keyboarding could become an independent activity during your reading rotation: https://www.typingclub.com

Module 3 - Text Generation - Building blocks of writing

Syntax - ...the system and arrangements of words, phrases, and clauses that make up a sentence....

Parts of speech

There are 9 -

Noun

Verb

Adjective - superlative (upper/lower quality - highest/lowest), comparative.

Article

Pronoun

Adverb

Preposition - a word/group of words used before a noun to show direction, time, place, location, spatial relationships, or to introduce an object. Eg. in, at, on, of, to.

Conjunction - subordinating (joins dependent clauses) and co-ordinating (joins independent clauses).

Interjection - gosh!

Sentence Components

There are 4 types of sentences - Statement, question, exclamation, command.

A sentence must have a subject, a verb, begin with a cap letter, end with a full stop, exclamation mark or question mark, and make sense. Subject + predicate. For juniors - a who + a do.

Clauses + Phrases

A clause - a group of words that contain a sub + a pred. Can be independent or dependent. 

A phrase - A group of words without a sub +/or a phrase.   

Independent clause - contain a sub + pred and can stand by them selves.
Dependent clause - contain both, but can not stand by themselves.

Compound sentence - made up of 2 independent clauses FANBOYS (co-ordinating conjunctions)

Semi-colon - you can take out the co-ordinating conjunction and replace it with a semi-colon.  

Complex - Made up of an ind clause and 1 or more dependent clauses - ISAWAWABUB (subordinating conjunctions)

Independent - dependent - no need for a comma

Dep, ind - needs a comma

Ideas for dictated sentences - add in an adjective, change it in to a question etc...

Eg. Pete shut the shop. 

Pull out colourful semantics!! 

Activities

Fragments - incomplete sentences that do not grammatically make sense. 

Model the thought process out loud - teacher - tip for all activities!

Provide opportunities for deliberate practise - tip for all activities!

Plan instruction and differentiate lesson for those who need it - tip for all activities!

"the cat" ... "The cat sat in the bucket"

Offer fragments that are missing 'the who' or 'the do' to turn into sentences. 

Provide a (teacher created) text with fragments that kids have to correct.

Lots of oral examples for juniors

Scrambled Sentences - a collection of words can be unscrambled and sequenced.

Underline/bold the first word so children know where to begin.

Aim for just 1 way the sentence can be unscrambled.

Use moveable words for juniors.

Run-on Sentences - 2 independent clauses run together without punctuation or appropriate conjunctions. Usually very long, 'and then', 'and then'.

Give a run on, and the way you want it corrected, eg use co-ordinating conjunction - and.

Sentence Types - 4 types

Statement (declarative): He ate pizza for lunch.

Question (interrogative): What is the rabbit eating?

Exclamation (exclamatory): The house is on fire!

Command (imperative): Feed the dog please.

Use a picture prompt.

Change from one type to another- eg. statement to a question

Give vocabulary to include in the sentence.