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