Teaching Excellence and Fidelity
Scaffolding and then differentiation if needed, e.g. Tuakana Teina, Grouping. Keeping in strength based.
Examples for Feedback
Small Group Reading
Make sure they are using good expression, train them up, so they can pair read and help each other with expression. If grouping don't need to teach each group everyday.
If need decoding - can be done through affixes. 
This is what the juniors are doing with Alien words - non-words
Less able groups may have read this as a whole class, then do a small group. This could be your green group.
Small group, read, discuss and follow up.
Better Spelling
Spelling Teaching Practices
Came from theory that was more visual learning but now it is a linguistic skills.
pressed: phoneme = p-r-e-ss-t (identify sounds in the word)
orthographic - grapheme knowing s = ss
morphological - represents the past tense suffix as ed
Thoughtful = th-ough(or)-t-f-u-l
grapheme - ough(or), th
morphological - ful
pneumonoultramicroscopicsilicovolcanoconiosis -
nyoo·muh·now·uhl·truh·mai·kruh·sko·puhk·si·luh·kow·vol·kay·now·kow·nuh·ow·suhs
what about this made up word (context - friend visiting from USA visiting NZ)
quadroclimate - 4 seasons in one day, had never heard the song
educoffeecation - caffinated teacher?, educated about coffee, knowledge of coffee
Using the base word of nation -
international, procastination, multinationalism, stagnation, domination, destination, donation...
Sorting activity - word with the same suffix
1. double consonant
2. split digraph, remove 3
3. base word stays the same
How do we support our dyslexia - difficulty with phonological processing
They will need more small group teaching, going over, revisiting, e.g tier 2 word
How to reduce cognitive load with spelling said (sed), they (thay) gently reminding in the moment, what they have done correctly and letting them know what needs fixing.
When they understand patterns and then find a word that doesn't follow - wow interesting lets investigate further. 
Circled things that are correct - can represent sounds in the word, use double ss, and digraph ch, complex vowel oy. Try to show more complex mapping.
Next Step - more complex vowels, ou as in couch, ee as in steep. Then common suffixes and junctures last.
With out own lingustic knowledge as a teacher - then how do you modify your teaching, to help students in reading and spelling?
Juncture added to base word before adding suffix. E.g. Grab becomes grab+b+ed not in pressed as press is the base word.
IPA- International Phonic Alphabet, emphasis on the correct syllable.
We what to keep reading and spelling together, where possible.
But this is to help support, by following certain patterns.
Not to be sent home without teaching in class. Aligns with PHOM
Done in patterns reading across,
Could hold one word back to use as a mini assessment.
Can rearrange words in the programme to base on needs.
Check out video on the online course work 
Simple Sentence and adding Compound sentence for Year 2 students. That you can attach on to your PhOM teaching.
Reading Comprehension and PhOM
What do you know (about the telescope)- Gallileo, Hubble, Astonomy
What do you want to know - Original purpose, how many fires
Anticipation Guide -
Read from Teacher notes in notes section on the powerpoint.
-Check video did I miss anything?
Weeks 1-3 is Fiction then the rest is Non fiction.
Highlighted words that need further explanation during the lesson. When come across stop and explain word straight away. Could chose in fiction to read the whole page but in non fiction need to understand right from the start.
Can use either graphic organiser, one may have click and reveal, or you can .
This is a great chance for more able students to come up with questions that could be used the following day.
Sequential Sequence - taking notes main points as you read the story - in order, then can write a summary using notes.
PhOM Recap for resources
This is where you will find the videos
These links have instructions and graphic organisers to help.
Overview of Writing for Years 0-8
Moving into Writing with Y4-8 Learners:
Reading exemplars share purpose, content for the writing task
As students are reading to think about sentence structure.
Need Explicit Teaching just like in reading and writing. Teaching the process after reading.
Handwriting is taught separately, but could reinforce PhOM.
Don't need to stop current writing program. But does supplement the BSLA program.
Linguistic Knowledge Further Learning
- Teaching High Utility Words
Many children couldn't connect this to anything. E.g. Word Coffins
with tall letters and basement letters. More like doing a puzzle than using linguistics
Reasons for linguistic not visual task
Non-lexical route - is often used for new words or new learners, or nonsense words. E.g. Quidditch
Or they are stored in our lexical, word bank (memory) After 5 or 6 times, those having difficulty need to see 25 times. once hear can recall the word instantly. The goal is automaticity, so don't need to sound out words they already know.
Blue words are real words.
Orthographic, are familiar with blends, and breaking up words syllables, they are able to apply what they know.
Homophones come up in Taumata 9, but you can give information if the students ask or if come up in a lesson.
What about irregular words?
Junior Phonics, still have before reading, during and follow up.
