Structured Literacy

 Writing Ideas Using Structured Literacy Approach.

WRITING (Using the Code - segmenting)
Frequency	Group size	Teaching Routines	Purpose
3-4 times per week 10 minutes	Whole T group	Shared Writing modelling writing extending vocab etc Using phonics knowledge Based on shared book or Inquiry	Model writing process Build vocabulary and sentence structure Develop punctuation knowledge
3-4 times per week 10 minutes	Small group ability based	Word level work Writing known sounds  using known sounds to read and write words (VC and then CVC words). Extend to a dictated sentence (use sentences from Blending for reading practice Blending for reading practice slides Start blending for reading and writing VC and CVC words as soon as first 6 letters are taught. “Use the spelling lists in “The Code” as a wordbank Practice reading and writing HF words Or Guided Writing For students at phonics stage 4 and above Or Independent Writing Draw (and write if keen) about shared story	Practise using letter/sound knowledge to read and write VC and CVC words Build high frequency word bank

Children working at phonics stage 4 and up to do guided writing lessons.

Children working at phonics stages 2 & 3 to do word work with Catherine and/or independent writing in ‘Independent Writing’ books.

MSL - multi sensory learning

The multisensory component involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language.

Explicit teaching means that teachers clearly explain and model key skills.

Systematic means that there is a well-organized sequence of instruction, with important prerequisite skills taught before more advanced skills.

Teachers who use this approach help students perceive the speech sounds in words (phonemes) by looking in the mirror when they speak or exaggerating the movements of their mouths. Students learn to link speech sounds (phonemes) to letters or letter patterns by saying sounds for letters they see, or writing letters for sounds they hear. As students learn a new letter or pattern (such as s or th ), they may repeat five to seven

words that are dictated by the teacher and contain the sound of the new letter or pattern; the students discover the sound that is the same in all the words. Next, they may look at the words written on a piece of paper or the chalkboard and discover the new letter or pattern. Finally, they carefully trace, copy, and write the letter(s) while saying the corresponding sound. The sound may be dictated by the teacher, and the letter name(s) given by the student. Students then read and spell words, phrases, and sentences using these patterns to build their reading fluency. Teachers and their students rely on all three pathways for learning

Visual ideas	Auditory ideas	Kinesthetic - tactile ideas
Have word balloons up on the board. Have writing card blown up on the board,	Say the sound of the letter as you see it.	Make letters using; Playdough Pipe cleaners Write in sand Make words using letter tiles Write letters and words on whiteboard

LLLL - Little Learners Love Literacy

Program to use 

Heart words are our word balloons.

Jolly Phonics order of sounds taught