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!