Liz Kane Meeting  - 12th February

What do this group of learners need to move them forward in literacy?

Literacy groups - grouped according to Single word reading, the code

We looked at their single word reading as well as their spelling and phonological screening. We worked form reading ‘groups’ we had from 2018 info.

High flyers - based on their spelling testing.

The lower groups on the stage will get their reading, writing, welling, learning of code in their session.

High flyers - will get thing through their literacy group (based on spelling)

Phonological awareness group - their scores were low and need lots of help so will do this workshop as well as the stage group (double dipping them)

Groups are fluid some kids will move quickly others will be there for a long time.

What were they doing what are there needs is dictator of groups.

Short vowel confusion kids should be in group 4.

Sliding is another skill that some are not doing which will help them

Rhyme and segmenting are two things we can do all the time as a class.

Remember to look at your phono group and sometimes there will be kids who need to join in with those workshops depending on what is being covered.

Tell them explicitly what you are doing not what is rhyme...they don’t know! SOmetimes you need pictures to help get started with skills.

Older kids with rhyme - show them the words and what the rhyming parts are. If after 2-3 weeks and they don’t have it move on and come back later.  You then want to move away form pictures as we want them to speak it then write it. Take off the initial sound to show the rhyming part.

Vowels need to be really strong.

Great kids - their main goal is to use the code for writing

Spread the levels of groups across teachers so not doing all the same groups.

PIctures on a screen - clap syllables and stamp it

If the high flyers do a code lesson on something you can then use the decodable text for part of learning (they will be able to read it easily!) This makes a connection to reading and they will see it quickly. Then use it in their writing too.

The lower stages of learning the code are not another lesson it will be included in the lesson using decodable text etc. It is really there for your teacher knowledge.

Be prepared to move them quickly.

Five from five for resources and knowledge.

The need to use compensatory strategies to be reading at higher levels.

Sound pack - they are the cards used for each stage. Need to make these for each group and it makes it easier to manage.

Lesson

Start with sound pack, and words - do I need to do it again the next day? Are they ready for a decodable. A book should not be done until vowels are solid.

With sound packs - we use these at the pace of the child’s speaking to work with these. Do we want a stage box created o we can put our resources in there????

It may not be all letters.  Write the letter but using the sound with correct formation. What letters are tricky for your kids. Always do the vowels they need to be automatic.

We have chose ‘a’ words with the sound in it. If hard just do the sound we are focused on then whole word - the vowels impact up to stage 5 and  6 so worth taking time to get it right. Decode, encode, decode, encode etc. Read together. Slide your finger underneath. Then give them 3-4 each to do the slide (if hard to the vowel sound first no guessing!) Prompt if needed. Fluency is the goal.

‘A’ and ‘o’ mix some of the os in as they are easier. Now they need to read and identify the vowel sound.

Spelling is part of this - when they record the letter for sound.

Then can choose cards from sound pack and sound out. If not sure start with the vowel sound to remind them. Make a list going down the page. Read them back to yourself.

Use CVC words

Another day can just be reading the decodable text. If they come to the word and need to stop and think and make sounds that’s fine too. We want accuracy. There are 5 books in each stage you can then choose to do some writing with that book. Can be dictation or something related to the book using the part of code you are teaching.

Rich language and experiences still need to be part of it. Stage 4 we should be writing with some independence.

Heart words - it is good to check these for each level so that you can teach these alongside what you are doing. They are words they just need to learn. They are mostly irregular but some are just tricky ones to learn.

Heart words can be included when you think it’s the right time. What do they need next?

Make some heart words activities for when not with us. Make onto laminated card on a ring so they can write over them. Use tally marks to show how many times they have written them. OR they do on the whiteboard tables/whiteboards.

The kids like it when they are

When we introduce a new sound - this is the letter ‘s’ and it says sss done at stage 1 really.

Don’t assume anything as in knowing all the letters of the alphabet.

All of these things don’t go in one lesson.

Stage 1-3 you teach heart words explicitly as part of your lessons. Dictation is a good time to check in if they have go the heart words we have been learning. Writing the heart word is the key. If they can spell it they can read it. If they can read it does not mean they can write it.

Heart words in the back of decodable from stage four are for reading not the writing ones. You tell them those words before or during at they may not know.

NB: There are heart words in the books and the code. The code ones are for writing the book ones are for reading (different authors)

NB: a and u seem to be the biggest confusion across our data

Literacy blocks are just as per normal this is just about the guided sessions.

Our top writers will have a completely different writing to our bottom groups.