Liz Kane Literacy - Day One

 Day One

Science of Learning 

Word recognition

(PA, decoding, accurate

word reading)

X

Language Comprehension

(understand spoken

language)

=

Reading Comprehension

Overlearning is another way of saying automaticity

Rosenshine’s Principles of Instruction

Successful teachers spend more time in guided practice, asking questions, checking for understanding and

correcting errors.

When material is overlearned, it can be recalled automatically and doesn't take up any space in working memory. - Rosenshine

Does everyone remember what we learned yesterday? or Who can tell me what we learned yesterday?

Vs

Let’s review what we learned yesterday.

Questioning

• ask a large number of questions
• ask students to explain what they have learned
• check responses of all students
• provide feedback and corrections

“Have you understood? vs What have you understood?”

Stages of Practice

• Guide student practice
• Obtain a high success rate
• Independent practice
• Monitor students in independent practice

Students need extensive, successful, independent practice in order for skills and knowledge to become automatic. - Rosenshine

Knowledge

Connection for memory - Phone = talking and listening so Phoneme is the sound

Graph is a visual, so grapheme is the visual of the sound - letters

what do words mean eg ed means in the past

Principles of Structured Literacy

• Systematic & Cumulative - Follows a scope and sequence, simple to complex, builds on prior learning
• Explicit - Simple, direct, reduces cognitive load
• Diagnostic - Monitoring, responsive, aiming for mastery

Cognitive Load Theory

Our job is to cause learning by

• reviewing prior learning
• teach explicity
• guide practice to independence 

This enables information to be stored in long-term memory.

I do we do you do or I do we do we do we do we do you do

Is the task writing the long date or doing the activity? 

Implications

• Be very clear about what we want the students to learn
• Teach systematically and cumulatively
• Be direct and explicit - cut out redundant information
• Give worked examples - modelling
• Daily review and retrieval practice
• Predictable routines with low variance - lining up, seating plan
• Checking for understanding

Students now need more interactive lessons than in the past

I do, We do, You do! I speak, we speak you speak, I write, we write, you write

Perky Pace

Four Principles of Structured Literacy

1. Systematic
2. Cumulative
3. Explicit
4. Diagnostic

The fundamental goal of understanding CLT is to...

➢ Optimise Intrinsic Load

➢ Minimise Extraneous Load

Whole Class Reading

Whole Class Reading – why?

“By and large, your initial instruction should begin with effective, explicit teaching at a whole class

level. During this time, learners needing further support or further extension can be supported in the moment, and later on in the lesson, as responsibility is released to students.”

Dr. Nathaniel Swain, Harnessing the Science of Learning,
p. 181

We don't need to teach Tier One, as they will learn these as high frequency

We focus on and teach Tier Two, not Tier Three, as low frequency and very context dependent.

Whole-class teaching and then targeted interventions for those who need it, rather than several groups reading different novels.

1. We say the word to articulate the word
2. Child-friendly definition
3. The word in context
4. Check for understanding with examples and non-examples

Using structured literacy approaches with School Journals, Connected, etc

Regardless of decoding proficiency, all students need to access year-level texts to develop skills and knowledge alongside their peers, such as vocabulary, comprehension, and content knowledge.

Spelling Lesson - The Code

Every lesson starts with a review

Focus on the explicit teaching and reducing the cognitive load at a perky pace.

The 4 elements of a Code Lesson

1. Review
2. Teach
3. Practice
4. Apply

Whole Class Writing

Sentence Types and Conjunctions

Alphabet Visual even senior ākonga have gaps

Sentence structure is not the type. 

When thinking about type of sentences think about the job the sentences do!

There are four different sentence types.

1. statement

2. question

3. command

4. exclamation

Each sentence type is used for a different purpose.

Statement

• A statement tells us something

• It ends in a full stop (.)

Examples

I like eating ice-cream.

Since Lake Taupo is near the mountains, it is very cold.

Question

• A question asks something

• It ends in a question mark (?)

Examples

Have you ever seen a whale?

The sun is shining, but should I go for a swim?

Command

• A command tells us to do something

• It can end in a full stop (.) or an exclamation mark (!)

• You can always put a please in front of a command

Examples

Line up by the pool.

As soon as you are ready, put your chairs up andget your school bag.

Exclamation

• A sentence with specific vocabulary to express

force or strong emotion

• It ends in an exclamation mark (!)

That was terrible!

Marine reserves, underwater national parks, must be protected!

A clause has a subject (The dog) and predicate(verb/verb phrase) (ran or ran quickly).

The dog ran. 

The dog ran quickly.

A clause is a group of words with a subject and predicate.

They are the building blocks of sentences.

A phrase is a group of words that work together to make meaning.

It is missing either a subject or predicate.

wags her tail

The dog

What makes a sentence?

A sentence must contain a SUBJECT and a PREDICATE.

SUBJECT - who/what sentence is aboutwill contain a noun or a pronoun (a thing, person or place)

PREDICATE - what the subject does will always contain a verb (something that shows an action)

Example

The Siberian tiger pounced on the unsuspecting deer.

What makes a simple sentence?

Has one subject and predicate. It is not necessarily simplistic.

Example

The Siberian tiger pounced on the unsuspecting deer.

Conjunctions - There are two types of conjunctions:

Coordinating Conjunctions: can make the sentence a compound sentence

Conjunctions that can join two or more independent clauses. This creates a compound sentence.

The storm was getting closer, so the campers quickly packed away their gear.

Independent clause      coordinating     conjunction  Independent clause

We add a comma before a coordinating conjunction in a compound sentence.

Subordinating Conjunctions: make a complex sentence

A subordinating conjunction is a word(s) that creates a dependent clause and shows the relationship between that clause and the main clause

Example:

While we have the time, we should pack for the trip.

Complex sentences have two clauses:

Dependent clause - A clause that cannot stand alone because it begins with a subordinating conjunction.

Example:

although she was tired

SC            S         P

Independent clause - A clause that can stand alone.

Example:

he enjoys basketball

S                 P

Oral Reading Fluency (ORF) Assessment

The role of Dibels

WHY? - Screening and progress monitoring

1. How does this student compare to their peers?
2. Is this student at risk of reading failure?
3. What next to get this student back on track?

Why use ORF as an assessment?

ORF is used to check a student’s reading health.

ORF is a one minute standardised, individually administered measure with unseen connected text.

The intent is to capture a students’ accuracy and fluency with a connected text.

Reliability & Validity Measures

Reliability – strong reliability indicates that changes in scores are due to student growth rather than test/form differences = trustworthy

Validity – strong validity indicates that the measure is measuring our skill of interest i.e. reading proficiency = useful