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.