Today's post is, by no means, a comprehensive guide about teaching morphology. There is a lot more to share! My hope in this post was to show you that teaching grammar does not have to be a decontextualised, worksheet based activity where children learn random bits of information and don't really know how to apply it.
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.
Spending lots of time on blending and enabling your children to work on skills until they have mastered them will really set them up for future literacy success.
Holding off on teaching letter names will disadvantage nobody. Teaching them early will certainly disadvantage some. Equitable teaching means that we teach in a way that reaches all children and sets each of them up for success. Teaching 'sounds' before letter names is one small thing we can do to contribute to a child's future reading success.
While the act of putting things up on the walls is unlikely to cause children any damage, it’s the way that these displays are used that makes all the difference. We all want our classrooms to look nice, but this drive for Pinterest Perfect classrooms can lead to us leaving the most important part of the picture out – the kids!
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”.
"For me, explicit instruction gives children confidence and helps them feel supported. I hate not having a GPS or some kind of map when I'm on a journey. Kids are no different. "