Word level fluency is built through study of the alphabetic code and developing the ability to blend with ease, NOT through learning a range of ‘sight words’ as global shapes.
Making the move from three cueing to reading instructed grounded in the science of reading is about way more than simply what we say to children when they get ‘stuck’ on a word. It requires a significant shift in reading practice.
Explicitly teaching students how to segment and linking this to phonics instruction will help your students get the most of their efforts during your literacy sessions.
My observations are that the children who are able to produce rhyme in preschool and early stages of foundation are those who go on to develop reading without too many troubles, while those who don’t, require a much more systematic and structured approach to reading.
Teaching systematic synthetic phonics and then giving children leveled texts to read is like eating vegetables for dinner and then five chocolate bars for dessert. In Part 3 of this series, learn about why we should not be giving children material to read that they do not yet know the sounds for.
Using a sequence of steps that gradually build on the one before significantly reduces the risk of cognitive overload. A sequence of teaching also allows for cumulative learning. “You are now going to deal with the material you already know, plus a little bit more”.
Your familiar reading benchmarking assessment might feel comfortable, but is it the best way to assess reading? The answer is no. This post explores effective alternatives to the well-known (yet highly flawed) popular reading benchmarking assessments that are used in just about every Australian school.
In my last post I examined the effectiveness of the website Pinterest as a source of teaching materials for phonics and reading. You can read this post here… This time around I am casting my eye over Teachers Pay Teachers (TpT). It seems that every teacher and her dog is selling something on TpT. These… Continue reading A Review of Online Teaching Resources – Teachers Pay Teachers
Imagine going to the hardware store knowing you need to fix the mould in your bathroom. You look for ‘mould products’ and discover a wonderful looking bottle of mould killer that promises to eradicate all of your bathroom problems. You take it home, spray your bathroom liberally and regularly and the problem seems to clear… Continue reading The Value of a Quality Program
This article was originally published in a shortened form in the Territory Educator Magazine, Term 2, 2018 when I was Teaching Principal of a very small remote school. Teachers are amongst the most passionate professionals on the planet. Most of us teach because we love to see the light in the eyes of children and… Continue reading A Journey in Evidence Based Practice