Kerry and Tracey withdraw small groups of children over the course of the school day. These children are grouped according to their SPELLING ability rather than their reading level.
We have chosen this method of grouping and focus, as research shows that children who have learning differences or are slower to learn than others, read quicker and easier when they are confident spellers and writers and more importantly, can hear the phonemes in words.
Our programme aims to develop the skills involved in literacy not just knowledge. It is based on consolidation and practice. The programme covers;
Visual Auditory Memory
Words in context
High frequency Words
Days of the Week/ Months of the Year these are important and worth learning as sight vocabulary.
The children work on the Westmere School spelling lists (lists 1/ 2) at the level represented by the test they had at the start of the year.
The children we work with are working on phonemic awareness and practice daily, the initial, middle and end phonemes in 3 letter words, segmenting and blending these phonemes, and listening/ identifying rhyming patterns and word families and clapping syllables.
Some children are analysing and synthesizing the sounds they hear and have practice “robot”ing the words within their groups. Other groups are moving on to 4 and 5 letter words with blends.
The children use individual letters to form their focus words in a variety of ways and work though a carefully designed booklet that relates to their particular focus words. These booklet activities also include speed reading, rhyming stairs, word building and visual discrimination activities .
Some children will work through these “First steps” booklets. Others will work on booklets relating to the Westmere School spelling lists.
These are effective in developing phonological awareness and the link between sound and phonic pattern (spelling).
This builds a genuine awareness of word structure and phonic patterns and develops phonological awareness.
The children always write all the letters in the word into the sound boxes. This develops the ability to hear the individual sounds in a word and builds children’s awareness of the letter or letters which make particular sounds.
Connecting sounds and letter patterns enables children to use that knowledge both for decoding (reading) and encoding (spelling).
Builds an awareness of rhyme and spelling patterns and develops analogical transfer. This is a quick way of adding to the word families known by the children and helps to develop confidence and fluency when reading and writing
The alphabet and common blends are written across the top of the worksheet. Children cross out the vowels before starting. They build as many one syllable words as possible in that word family using the consonants in the alphabet and suggested blends
This develops rapid whole word recognition. Reading the words fluently and quickly is emphasised. Speed reading is practiced regularly.
The teacher and children read through the words together, always left to right until the child can independently read the words. Words they have difficulty with, are focussed on. Words are pointed to randomly and the child reads them. A word is said randomly and the child points to that word as quickly as possible. Children read the words as quickly as possible (timed) .Previous learned words are included in speed reading for consolidation and practice.
Reading - Reading passages helps children practice the focus words. Children read them independently, silently or aloud (develops reading fluency). Children identify and underline all words with a particular sound/letter (visual discrimination/phonological awareness) or focus words.
Proof reading- This is related to the content of the reading passage. Children are taught to check punctuation, content, (sense) and spelling. The proof reading sentence/passage is then written out correctly.
Dictation -Checks whether the children can use the words in context and develops working memory. The focus words are dictated, said, and written. The sentence is dictated slowly/clearly, the children repeat correctly. They then write the sentence saying each word, then proof read the sentence. Children need to develop rapid whole word recognition or they will never be fluent readers.