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GET SET FOR LITERACY

ORTHOGRAPHIC MAPPING

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Tamara Dahm

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Karakia

Kia Uruuru mai

Kia uruuru mai

A Hau ora,

A Hau kaha,          

A Hau māia,

Ki runga,    

Ki raro        

Ki roto,

Ki waho,

Rirerire hau     

Paimārire  

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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Where does OM fit

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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Learning to process print

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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The four processors in reading

The Connectionist Model (Harm & Seidenberg, 2004)

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Orthographic mapping

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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The pathway to orthographic mapping

EMPOWERING TEACHERS TO EMPOWER LEARNERS

Kilpatrick, 2015

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Sight words – or sight vocabulary

EMPOWERING TEACHERS TO EMPOWER LEARNERS

ANY instantly familiar word that is recognised ‘on sight’.

Words you know that don’t have to be sounded out – regardless if the word is regular or irregular.

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Sight word vocabulary has nothing to do with visual memory/visual skills – word reading correlates with phonology.

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Sight vocabulary

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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It only takes 1-4 exposures for a sight word to be permanently mapped – for struggling readers this increases to dozens of exposures.

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In an alphabetic language it’s all about the relationships between the sounds we speak and how they’re represented on the page.

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Kilpatrick, 2015

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Phonological skills are crucial

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Phonological and Phonemic awareness

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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In the classroom

EMPOWERING TEACHERS TO EMPOWER LEARNERS

  • A gradual, systematic progression through a developmentally and linguistically appropriate sequence of activities.
  • Brief, fun, active manipulation of oral language.
  • Minimal or carefully chosen use of print in the beginning lessons.
  • Gradual introduction of print as children become aware of sounds.
  • Instruction in how to blend sounds together as well as how to take them apart or substitute them for one another.
  • Use of modelling, demonstration, and application rather than lengthy explanations.
  • Use of active responses from children, such as moving counters into boxes, showing syllables or sounds with blocks, matching objects, moving cards in a pocket chart, clapping, speaking, and singing (worksheets are seldom effective during PA lessons).

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Moats, 2010

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Classroom activities

EMPOWERING TEACHERS TO EMPOWER LEARNERS

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Classroom activities

EMPOWERING TEACHERS TO EMPOWER LEARNERS