R/2 Literacy Block
Speedy decoding /
Reading for 15 mins at their code level
Put a range of books out, and the children look at them, parents/volunteers read to them…. These go back in the Pot Luck buckets
Also have the Green Code Level bucket out. Start using speedy paired decoding, with the adult coding, and the child says the word. Can the child follow the word with their finger?
Make sure this is a really enjoyable session. The children can see that there are two buckets, and over the first week or so explain that eventually they will be able to read any pot luck book themselves. To start with they will learnt to read the books in the green bucket.
Code level brain training video (may have to set up stations for students working at different levels) 10 – 15 mins
During Week 1 put on the Orange Level videos, showing the puppets.
In week two when you have introduced the first few pictures of speech sounds put on the letter formation video, and show the phrases for s,a,t,p,i,n. Children form them in sand, trace over the sound pics (laminated cards) etc.
6 Daily activities (as a class) - See 'Running a 2-7 Session' for further details
Do activities 1,3,4 and 5
Activity 1 but without choices. Teacher shows the right ones.
Activity 3 but just identifying the word that has the speech sound
Activity 4 but just holding it orally. Use speedy sentences (Green)
You might also add in Memory Games here… Have things on a try and the children remember them. Cover them – what do you remember being there? Show an order of shapes and then children need to recreate it themselves etc.
Activity 5 use green level words. If I ‘duck hand’ the word ‘sat’ and then do my lines and numbers what will happen if I change the ‘s’ to ‘p’? etc. See instructional video.
Put a range of books out, and the children look at them, parents/volunteers read to them…. These go back in the Pot Luck buckets
Also have the Green Code Level bucket out. Start using speedy paired decoding, with the adult coding, and the child says the word. Can the child follow the word with their finger?
Make sure this is a really enjoyable session. The children can see that there are two buckets, and over the first week or so explain that eventually they will be able to read any pot luck book themselves. To start with they will learnt to read the books in the green bucket.
Code level brain training video (may have to set up stations for students working at different levels) 10 – 15 mins
During Week 1 put on the Orange Level videos, showing the puppets.
In week two when you have introduced the first few pictures of speech sounds put on the letter formation video, and show the phrases for s,a,t,p,i,n. Children form them in sand, trace over the sound pics (laminated cards) etc.
6 Daily activities (as a class) - See 'Running a 2-7 Session' for further details
Do activities 1,3,4 and 5
Activity 1 but without choices. Teacher shows the right ones.
Activity 3 but just identifying the word that has the speech sound
Activity 4 but just holding it orally. Use speedy sentences (Green)
You might also add in Memory Games here… Have things on a try and the children remember them. Cover them – what do you remember being there? Show an order of shapes and then children need to recreate it themselves etc.
Activity 5 use green level words. If I ‘duck hand’ the word ‘sat’ and then do my lines and numbers what will happen if I change the ‘s’ to ‘p’? etc. See instructional video.
Poster work – as a
class. The students do the same activity for the same period of time
(around 2 minutes) at their code level
Who can find the ‘p/i/g’? etc. Also use the time to play phonemic awareness games with the visual prompts. Snap, bingo, lotto etc.
Writing for a purpose 20 – 30 mins. Using the SSP spelling strategy OR
Writing sentences for a purpose. Early visualisation. Model the process. See instructional video.
Cracking Comprehension
**NB> Don’t start using ‘Cracking Comprehension’ as an activity until the children reach the yellow level, so that you are giving them comprehension tasks they can read independently, before answering questions orally in written form. Until then just include comprehension within reading tasks, and oral comprehension when you read stories at the end of the day.
Come together for silly rhyme time, eg spelling cloud poems.
Who can find the ‘p/i/g’? etc. Also use the time to play phonemic awareness games with the visual prompts. Snap, bingo, lotto etc.
Writing for a purpose 20 – 30 mins. Using the SSP spelling strategy OR
Writing sentences for a purpose. Early visualisation. Model the process. See instructional video.
Cracking Comprehension
**NB> Don’t start using ‘Cracking Comprehension’ as an activity until the children reach the yellow level, so that you are giving them comprehension tasks they can read independently, before answering questions orally in written form. Until then just include comprehension within reading tasks, and oral comprehension when you read stories at the end of the day.
Come together for silly rhyme time, eg spelling cloud poems.
Children MUST code written words and letters into working
memory; this code is called orthographic word-form. The goal is to translate
that orthographic word-form into a spoken word (phonological word-form). Once
children hear what is pronounced, that spoken word is then coded as an audible
phonological word-form that provides sensory feedback about the sounds in
words. When children master the decoding process of translating written to
spoken words, they no longer need to read aloud for this phonological feedback
which is now accessible through inner speech (convert sound code that is not
audible but codes the phonemes that correspond to alphabet letters, that is,
alphabetic principle).
** At some point during the day let each child go through their Duck level award video, to learn more and work through all 7 levels **
REMEMBER - Phonemic awareness is NOT Phonics! It is the ability to isolate speech sounds in spoken words, segment (order) manipulate and blend them
Once children can discriminate separate phonemes (that is, can answer questions like those in the phoneme isolation section) letter sound relationships can be introduced, as both phonemic and phonic skills can be taught simultaneously from this point. When letters are first introduced, they should be referred to by the sound they represent, not by the letter name. ie Phonemic awareness BEFORE phonics. Speech before Print.
** At some point during the day let each child go through their Duck level award video, to learn more and work through all 7 levels **
REMEMBER - Phonemic awareness is NOT Phonics! It is the ability to isolate speech sounds in spoken words, segment (order) manipulate and blend them
Once children can discriminate separate phonemes (that is, can answer questions like those in the phoneme isolation section) letter sound relationships can be introduced, as both phonemic and phonic skills can be taught simultaneously from this point. When letters are first introduced, they should be referred to by the sound they represent, not by the letter name. ie Phonemic awareness BEFORE phonics. Speech before Print.