Structured Literacy School Visit

 Explicit teaching of voiced sounds 

Voiced sounds are those that make our vocal chords vibrate when they are produced. 

Voiceless sounds are produced from air passing through the mouth at different points.

Made own consonants and vowels wall

Paired Fluency Reading 

• Equal level buddy

• Read the same book based on fluency. Accuracy should be close to 100%

• If you have to sound out a word you need to go back and read from the start of the sentence once you have sounded it out.

• Reading in pairs, timer set for the amount of time they are reading - stamina will need to be built up.

• When one student is reading the other student is following along. The student following along can correct the other student if a mistake is made. Then swap

Scarborough's Reading Rope - bring everything back to this

Browsing boxes - interest based, books at any level

Smart Kids -  Pocket Rockets

SPELD Phonics books

SPELD new phonics readers

Phonics 

Whole class phonics - those working at a lower level will be exposed. Those that are working at a lower level sit at a table, taking part aswell.

Practice vowel sounds using vowel card. Short vowels first then the long vowels. Teacher points at vowel and children make the sound. Very quick.

EHRI Phonics stages 

Practising ‘k,c,ck’ sound. Different ways to write the sound, write each sound on the board and make that sound.

Go over the rules for knowing when to use each letter.

Phoneme fingers for cat, cut (write on whiteboard), kit

Reading Groups

Home learning books- sheets stuck in, sound revision, poems, handwriting, spelling.

Send home one PM book from their browsing box ( interest based) no other books go home - take home their learning log instead.

In order to read, you need to decode (sound out) words. In order to spell, you need to encode words. In other words, pull the sounds apart within a word and match letters to the sounds.

Writing - Write the date  ( be able to write a word and read it back)

Dictated words and sentences based on phonics taught in the morning. Phoneme fingers for ‘cot’ then write the word. Write a line of the word and then read it.

Track letter sound and non word fluency in a group.

Using heggerty in years 1 & 2 

Fluency norms - aim is to get 60 WPM

Use the DIBLES assessment to help determine reading groups.

Everything goes back to Scarborough's Reading Rope