BSLA - Overview
Current Literacy Trajectories for those who enter school with lower oral language.
We want students to have accelerated progress!
Started as a Science project after the Christchurch earthquakes in 2015, then trialled in Auckland, now being rolled out - arrow image add above
Influence factors on literacy development:
With all these factors, what are we going to do?
Scaffolding for Learning
Immediate corrective feedback - previously exposed to frogs and flag. Teacher wants students to be successful but didn't give the answer. Reminder Prompt, Scaffold Prompt and Example Prompt.
Phonemes - sounds letters make (spelling)
Orthology - letters that make up sounds (what words look like)
Morphemes - eg affixes, add meaning (parts of words that have meaning)
How was/is Cognitive Load Managed with New Entrants - I do, we do, repetition, simple image and font, focus on one sound
How was/is Cognitive Load Managed with Y7 - Phonemes - sounds tricky sounds
How was/is Cognitive Load Managed with Y8 - Making predictions, Teacher modelling predictions, talking about how she was finding the answers, rather than testing by answering questions.
- Universal, whole class
- Small group - targeted
- Individualised
Plans realigned with Refreshed Curriculum - Phase 3
Building Blocks
Noticings: Video 1
Story elements
Reinforced words with images
Video 2 - Reading Comprehension - QAR strategies
POSSE - Teaching talk about thinking and finding answers for questions - Thinking Aloud, Teacher Talk = I do
Then need to move to = You do
PhOM
Breaking words into segments - d-o-t / cartoon-ist / sym-path-et-ic
Y2 - Reading together
Y4 - Have already read story - point to where find answer, what type of question - right there or think and search
Why do they need to know phoneme words -
Enhancing Linguistic Knowledge
Teachers can not teach what they don't know. E.g. Phonological Awareness
The broader ability to hear, differentiate and manage sounds of a language. Green box most important - image.
Beginning and End are often the ones we see first through writing.
Segmenting both pull apart and put together
Manipulating - substitute, delete and add e.g. dad - mad - sad
Changing Phoneme word chains = pot - hot - hat: This is a necessary skill to help with reading. But teacher need to call this into practice in reading.
Word Phoneme segmentation: number of phonemes number of letters - image
Orthography - the spelling systems and the rules that dictate what spelling patterns to use.
Diphthongs - boy, oil, cow, out, saw, cause
To alleviate learning stress, don't need to teach and remember blends as they say their own sounds. E.g. fl = f-l, cl=c-l.
VC = if, is, it, on, - vowel is usually short
CV = no - vowel is usually long sound
CVC = sees -=s-ee-s, thought = th-ough-t
Ways to represent sounds
Blends - each letter makes its own sound
Digraphs - 2 letters make one sound
Morphology:
The study of the smallest meaningful parts of words (affix - prefixes, suffixes, and root words)
Base words stand alone E.g. runs, playing, pushed
Root words can't stand alone - Greek or Latin origins E.g. erupted, constructed
Explicit Teaching of VocabStudents need to hear things 35 times (exposures to acquire the full meaning of a word)
Important to understand the way words are put together.
Prefixes: learning what they mean helps students to work out other words
Elaboration
NE - not predicting - When first teaching a concept or vocab = I do
Y6 - read story previously - Teacher rereads sentence with the vocabulary word (so word is said correctly) Children: Think Pair Share
Discuss the word cycle and what words
Look at suffixes - cycle - cyclist
Oral Narrative and Reading Comprehension Teaching
Start with I do, then move to You do. Lots of I do in lower levels, especially as you introduce new ideas.
Using UConline
Year 4 - Taumata 10
Year 5 - Taumata 13
Year 6 - Taumata 16
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