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Knowledge & Strategies Pink to Dark

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Dark Blue
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Liz Hansen Resource Teacher


Literacy
rtlitte@inspire.net.nz
liz.hansen@xtra.co.nz
www.pinterest.com/rtlitte/

Red
Pink

"The Knowledge and Strategies That Require


Explicit Teaching to Achieve a Success For
Target Students.
Copyright All rights reserved : Liz Hansen

Why we started with CAPPA?

If we want to shift target students we need:


A balanced approach to teaching reading
( based on the students individual needs,
discovered by data analysis and then on-going
informal data analysis)
An approach that includes the explicit teaching
of both strategies and knowledge at the
varying levels of the colour wheel
An approach that works at backfilling the
gaps and yet allows for the student to keep
edging forward

Copyright All rights reserved : Liz Hansen 2015

If we want to shift students we need to be explicit in our teaching.

Explicit Teaching is:

a systematic method of teaching with


emphasis on proceeding in small
steps, checking for student
understanding, and achieving active
and successful participation by all
students.
Rosenshine(1987)
Rosenshine, B. (1987). Explicit teaching (pp. 75-92). In: Berliner. D.C. & Rosenshine, B.V.
(Eds.). Takes to teachers: a festschrift for N.L. Gages. New York: Random House.

Scaffolding is an effective approach for ensuring success


and building confidence for students while they learn,
because it provides the needed support that helps bridge
the gap between current abilities and the instructional goal
(Rosenshine, 1997).

Scaffolding is:

1. Taking a complex skill (e.g., a multistep strategy) and teaching it in


manageable
and logical pieces or chunks.
2. Sequencing skills so that they build on each other.
3. Selecting examples and problems that progress in complexity.
4. Providing demonstrations and completed models of problems.
5. Providing hints and prompts as students begin to practice a new skill.
6. Providing aids such as cue cards and checklists to help students
remember
the steps and processes used to complete tasks and solve problems.
http://explicitinstruction.org/download/sample-chapter.pdf
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching = Instructional Reading.


The 2 Key Purposes of Explicit Teaching.
1. Explicitly teaching NEW knowledge, concepts or strategy.
I DO.
Tell them what they are going to learn and why. Link it to previously taught
concepts, knowledge or strategies.
Model/ demonstrate what you are teaching step by step and include thinking
aloud, create anchor charts for wall charts or in a modelling book, tell them
the learning secrets, give them tips, actions & any other ways to help the
students remember what you are teaching. Students observe & listen.
WE DO.
Practice going through the steps together on practice examples out of
context and then in context on continuous text (reading text or writing text).
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching = Instructional Reading.

1. Explicitly teaching NEW knowledge or strategy.


Day 1: I DO.
Shared Reading (whole class/small group-

different levels /one to one.


:PICTURE BOOK, POEM CARD, NON-FICTION TEXT, BIG BOOK.

Tell them what they are going to learn and why. Link it to previously taught
concepts, knowledge or strategies.
Model/ demonstrate what you are teaching step by step and include thinking
aloud, create anchor charts for wall charts or in a modelling book, tell them the
learning secrets, give them tips, actions & any other ways to help the students
remember what you are teaching. Students observe & listen.
WE DO.
Practice going through the steps together on practice examples out of context ,
on snippets of text and then in context on continuous text (reading text or writing
text). End with a short review of what was covered today-question the students ,
summarise points, go over anchor chart.
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching = Instructional Reading.

1. Explicitly teaching NEW knowledge or strategy.


Day 1. I DO.
Instructional Reading Group (working at approx. the same instructional level)
: Instructional level text unseen.
Tell them what they are going to learn and why. Link it to previously taught
concepts, knowledge or strategies.
Model/ demonstrate what you are teaching step by step and include thinking
aloud, create anchor charts for wall charts or in a modelling book, tell them the
learning secrets, give them tips, actions & any other ways to help the students
remember what you are teaching. Students observe & listen.
WE DO.
Practice going through the steps together on practice examples out of context , on
snippets of text and then in context on continuous text (reading text or writing
text). End with a short review of what was covered today-question the students ,
summarise points, go over anchor chart.
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching = Instructional Reading.

1. Explicitly teaching NEW knowledge.


Day 1. I DO.
Phonics (working at approx. the same knowledge level)

Tell them what they are going to learn and why. Link it to previously taught
knowledge. Model/ demonstrate what you are teaching step by step and
include thinking aloud, create anchor charts for wall charts or in a
modelling book, tell them the learning secrets, give them tips, actions and
memory hooks to help the students remember what you are teaching.
Students observe & listen to teacher practise on examples.
WE DO.
Practice going through the steps together on practice examples out of
context-on flashcards/in modelling book, selected words from a book . End
with a short review of what was covered today-question the students ,
summarise points, go over anchor chart.
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching: Instructional


Reading.
2.
Explicit review & practice of phonetic knowledge or

strategy previously taught. Review and practice as many


times as required until fluency & automaticity is gained.
Day 2 +
WE DO.
To review a strategy or concept ask questions about what was taught previously . Record
the answers and any misunderstandings in the modelling book. Correct any
misunderstandings. Go back over the anchor chart created. If required practice going
through the steps together on practice examples, out of context and then in context on
continuous text.
To review phonetic knowledge use flashcards, a spelling test , ask everyone for an oral
example, call out phonemes and the students write them in a list or do a sorting activity
and ask why they sorted words or phonemes how they did. If required practice going
through the steps together on practice examples out of context and then in context on
continuous text again.
WE DO.
You could choose to review /practice using a game or activity where the knowledge,
concept or strategy is required to be used in application.
Copyright All rights reserved : Liz Hansen 2015

Explicit Teaching: Instructional


Reading.
3. Independent practice of phonetic knowledge or strategy
previously taught.
You DO.

Independent school follow-up practice


activities, games, reading.
Independent home follow-up practice
activities, games, reading.
Copyright All rights reserved : Liz Hansen 2015

Games : purposes
Snap: fluent and automatic sight recognition
Fish: recognition of common properties eg rhyming words, words
starting with the same blend, words ending with the same blend
Memory: fluent and automatic sight recognition
POP! fluent and automatic sight recognition, recognition of
common properties and good for blending and chunking through
words.
Same and Different: Close visual analysis of words, noticing
patterns.
Word sorts: Strategy practice, visual analysis, noticing patterns,
fluent and automatic sight recognition

Strategies

Read the

Knowledge
Know what a

pictures. picture is.

CAFE

The picture carries


a message/story.
Think about what is
happening in the
story before you
read, as you read
and after reading.

Teaching Approaches

Daily 5:

Teach 3 ways to read a book in


setting up Read to Self.

and cut out 3-4 pictures

big books.

from a familiar story.

Instructional Reading:

Laminate and get the


students to sequence and

-Picture walk

retell the story.

-Make connections.

Shared Reading:

Sequence pictures to
tell a story. Photocopy

Picture books, wordless books &

-Check for understanding

Sorts. Letter, picture


and word sorts.

Shared Reading:

Retell very familiar


books-big books,

Hei Awhiawhi Tamariki ki te

fairytales, classics eg

Panui Pukapuka (HPP).

Hairy Mc Clary.

Annette Stock.
Copyright All rights reserved : Liz Hansen 2015

Emergent Pink Level 1Practice:


Daily 5 & Home
2.

One hand approach-

Emergent Pink Level 1Practice


2. Daily 5 & Home

Strategies
Knowledge
Teaching Approaches
Use the
The picture carries Read the picture and read

Matching one to one each word

pictures.

a message.

in a sentence. Bounce finger

CAFE

Print carries a
message.

the words. Daily 5.

under the word.


Modelling book:
What do we do when we come Cut up sentences.

Do the
words and
pictures
match?

CAFE

to a word we dont know?

Make and place under the

One to one word

Use the pictures to give our

picture card. Point under the

matching/ finger

brain a clue to what the word words and read.

pointing.

is.
Simple match words and picture

Print is read from

Shared reading: make an

left to right.

error where the words and

Copyright All rights reserved : Liz Hansen 2015

activities.

picture doesnt quite match.

Match simple sentences and

Model thinking aloud and

pictures.

using the picture to self

Strategies
Practice
reading
High
Frequenc
y Words.

Knowledge
Teaching Approaches
To learn HFWs
Small group. Yolandas
we need lots of
Early Words Programme.
practice reading
Instructional reading:
and writing them. Repetitive text containing
the HFW you want the
student to learn. Use
texts with the HFW in
We look through them over the next few
words left to
days.
right.
Collect words that the
(syntax)
student had difficulty
Look for words
with on the first reading
that are the same of a new book. Use these
in books, on
words to create targeted
cards, on the wall word games.
they have the
Shared Reading: Come
same letters in
up and point to HFWs we
the same order.
have been learning.

(HFWs are
words that
occur
frequently in
reading and
writing. It
includes
regular and
irregular
words. All
irregular
words have to
be learnt by
sight. Must
say the letter
names to
learn them.
Regular words
say the All rights reserved : Liz Hansen 2015
Copyright

Emergent Pink Level 1Practice:


2. Daily 5 & Home

Flashcards: HFWs should be


a part of home reading. Words
are those the student had
difficulty with in their new
book. Use flashcards on book
rings or write the words in mini
art sketch books.
Poem books: easy HFW
poems
HFW games: make your own
flashcards and use the same
cards for snap, Bingo, pop,
memory, fish.
Word Hunts: around walls, in
books.
Make and break HFWs words
fast with magnetic letters.
Read word walls.

Strategies
Cross
checking
(using
MSV
together)

CAFE

Knowledge

Teaching Approaches
Print carries a
Shared Book:
message/story that Model getting stuck and
makes sense and
crosschecking.
sounds right.
CAF: explicitly teach
actions for cross
To make sense it
checking.
must fit with the
Instructional reading:
story, the picture
Teach:
and the sentence.
What I say is what I see
and
If the word we say is
a long word, we
what I see is what I say.
should see a long
1-1: Running records.
word & if we say a
short word we should
see a short word. Eg
if we say hippo and
we see a long word
hippopotamus does
it look the right size

Copyright All rights reserved : Liz Hansen 2015

Provide feedback and


feedforward after taking a
running record in relation to
crosschecking. When
analysing the Running record
look at all parts of the visual

Emergent Pink Level 12.

Practice Daily 5 & Home


Simple Cloze Sentences with
picture clues.
Cut up sentences and rereading.

Strategies
Recognise
the initial
letter
sound of
words.
Eg fish
starts
with the
sound /f/.

CAFE

Knowledge

Learn the 26 short


sounds (common
sounds) for the
letters of the
alphabet and the
names of the
letters.

Some letters can


have more than
one sound.

Teaching Approaches
Whole class or small
group Phonics.
Systematic phonics:
Yolanda Soryl /Joy Alcock
Synthetic phonics:
(based on Orton
Gillingham methods)
Review: Flashcards or
game before instructional
reading.

Emergent Pink Level 1Practice


2. Daily 5 & Home

Pop! (using letters)


Letter bingo. Sound bingo.
Flashcards: sounds
Letter hunts around the
room.
Computer games/apps:
alphabet recognition and
sounds.
Lexia CORE 5
Reading Eggs

Copyright All rights reserved : Liz Hansen 2015

Both Yolanda & Joy have


developed apps to go with their
programs + guided readers and
games for practice.
Smart kids have good games .
Also make your own. See Pinterest
& Sparkle Box on the internet for
games to make.

Incorporate small
opportunities to practice
throughout the day. Before

Strategies

Knowledge

Teaching

Approaches
Use initial Know the 26 short
Instructional
sound
sounds (common sounds) for Reading: whole
chunk
the letters of the
class or small
and look
alphabet.
group. (guided,
out for
ending
chunks.

Blend
Make initial letter sound
sounds in
chunk for unknown
regular vc
words.
and HFW Recognize common
cvc
suffixes (ending chunks):
words: in,
s, ed, ing.
at, on, is,
Recognize the beginning
it, an, up,
of a word and which way
us, am +
our eyes go through a
Mum, Dad,
word. (syntax)
Copyright
reserved
: Liz words
Hansen 2015
cat,
dog, All rights
Know
that
are

CAFE

Red Level 3-5.

Practice Daily 5 & Home


Pop! (using letters)


Letter bingo & Sound bingo
Computer games: alphabet

strategy group, shared


reading-big book /

poem card )

Daily flashcards:
26 short sounds.

Put the alphabet in order.

recognition and sounds


Match upper case and lower
case letters.

Daily: write the whole


alphabet in lowercase.
Pop! (using 2 and 3 letter
regular HFWs words )
Practice writing (rainbow
spelling / whiteboard) and
reading 2 and 3 letter regular
words (smart chutes, snap,
fish, memory games).

Strategies

Use
punctuatio
n to
enhance
phrasing
and
prosody
(the
patterns of
stress and
intonation
in a
language)

Knowledge

Understand simple
punctuation marks !.?

Control the return


sweep on multiple lines
of text. Understand to
stop at the end of a
sentence not the end
of the line.

CAFE

Scoop up groups of
words in phrases.
Eg said Dad.
Copyright All rights reserved : Liz Hansen 2015

Teaching Approaches

Instructional Reading:
whole class or small group.
(guided, strategy group,
shared reading-big book /
poem card )
Kung Fu Punctuation.
https://www.youtube.com
/watch?v=VZHUt0MY0Xw

Red Level 3-5.

Practice Daily 5 & Home

Pop! Punctuation marks.


Cut up stories with multiple lines
of text-organise onto a page.
Make & re-read.

Daily five:
-Read to someone-EEKK
Writing instruction:
(poems, big books, book box)
make links back to reading -Listen to reading: read along
punctuation.
-PM cds. Sunshine on line, ready
to read
-Read to Self. book box
Readers Theatre
familiar texts
Turn guided readers into
Readers Theatre.
Cut up sentences: cut into
Choral Reading: poems, groups of words then make & rebig books and readers
read.

Strategies
Rerunnin
g.

Knowledge

Teaching Approaches

Recognise the
Kung Fu Punctuation.
Instructional Reading:
start of a
sentence and
explicit teaching of
the end of a
integrating strategies whole
Integrate
sentence. Reclass or small group.
Strategies
run back to the
(guided, strategy group,
:
start of the
shared reading-big book )
Look at
1-1: Feedback and
sentence.
the
To work out
feedforward after a running
picture.
tricky words we
record on integrating
can now do 3
strategies.
Rerun
things to give
our brain
enough clues to
First
retrieve the
sound
word.

chunk

(mainly
CAFE
initial letter
at red)
Copyright All rights reserved : Liz Hansen 2015

Red Level 3-5.

Practice Daily 5 & Home

Daily five:
-Read to someone-EEKK
(poems, big books, book box)
-Listen to reading: read along
-PM cds. Sunshine on line,
ready to read
-Read to Self. book box
familiar texts
Cut up sentences.

Strategies

Knowledge

Recognize vowels and


Find and
consonants (not vowels). Y is
say the
sometimes a vowel & sometimes
first
a consonant.
sound
Know which part of the word
is the beginning, end, first
chunk.
letter, and first vowel. Know
that the first sound chunk has 1,2
or 3 letters.
ch, wh, th, ph and sh are 2
letter chunks called digraphs that
Blend
make one sound these need to
learnt off by heart.
sounds Short vowel sounds: an egg is
regular
on us or apple, eddy, orange or
vc & cvc
olive & upper
Know that words are made up of
words
sounds & letters represent
(closed
sounds.
syllables
A closed syllable is where the
)
vowel is trapped by having a
Copyright All rights reserved : Liz Hansen 2015
consonant after it. The vowel can

CAFE

CAFE

Yellow Level 6-8.

Teaching
Approaches

Instructional
Reading: whole
class or small
group. (guided,
strategy group, shared
reading-big book )

Teach vowels,
blending,
consonants, first
sound chunk,
digraphs &
closed syllables
explicitly.

Practice Daily 5 & Home

Sort letters into vowels and


consonants.
Sort words into 1, 2 or 3 letter
first sound chunks. Sort
digraphs.
Sound bingo & digraph bingo &
CVC Bingo
Pop! (using short vowels or
VC ,CVC words) also using
digraphs on their own until they
can be used in CCVC words.
Practice writing VC ,CVC and
CCVC (digraphs) words.
Short vowel word games.
Make your own
snap/memory/fish cards Make
and break short vowel words
with magnetic letters.
Word families/ onset and rime
games & activities
Regular words (VC & CVC) flip
books-closed syllables

Yellow Level 6-8.

Strategies

Knowledge

Teaching

Practice Daily 5 & Home

Approaches
Digraphs: sh, ch, th, wh, ph
Chunk
FLOSS Rule: if the word is one
letters
syllable, has a short vowel and ends in
and
s, l or f you double the final consonant
sound
eg. moss, fluff, will
chunks
ck & ctch-end a word after a short
together.
vowel.

CAFE

Phonics.

Sorting words into groups of


those with similar ending
chunks, those with 1,2 or 3
first sound chunks, open and
closed syllables.
Bingo, POP, Snap, memory.
Trugs & other phonetic
games.
Flip books with words
chunked during instructional
reading.
Make and break irregular
high frequency words with
magnetic letters.
Boggle games.

Instructional
Reading:
whole class or
small group.

(guided,
Open syllables: The vowel isnt
strategy

trapped by a consonant after it so the group, shared


vowel can call out its name. eg. No,
reading-big

go, we, me, de, re, so, be, he, she, mo, book )
nu, su, hu, by, my, why.
Modelling
Diphthongs: ou (as in out at the
book:

start or middle of a word) ow (as in


Model how to
Same and different
cow at the end of a word) + use ow chunk & make
game. Can use old
before final l or n (as in howl & down). connections
flashcards + add new
oo (as in book) oo (as in boot).
between
ones that the student has
3 Sounds of Y. Y=/consonant y/ at
words. Copyright All rights
reserved
: Lizin
Hansen
trouble
with
the 2015
first

Strategies

Knowledge

Recognize the
Same/sam
beginning of a word
e strategy:
and which way our
decode
eyes go through a
simple,
word.
Know that letters can
regular
go together to form
words
chunks.
using
Be able to spy and use
analogies.
known closed syllables
inside words to
generate other words
Eg. I know can so I
know man.
Know that some sound
chunks can be found in
different parts of the
base word.
Eg Sh:
ship, fish. (Beginning
of2015
words)
Copyright All rights reservedand
: Liz end
Hansen

CAFE

Teaching
Approaches

Phonics.
Instructional
Reading: whole
class or small group.
(guided, strategy
group, shared
reading-big book )
Modelling book:
Model how to look
and make
connections between
chunks in words.

Yellow Level 6-8.

Practice Daily 5 & Home


Pop! (using two letter blended
words)
Practice writing two & three letter
blended words-rainbow words.
Short vowel word games.
CVC and CCVC word games
Make your own snap/memory/fish
cards for short vowel words
Pop! Game with short vowel words
Make and break short vowel words
with magnetic letters. Computer
games/apps.
Word families/ onset and rime
games
Word family wheels
Chunk flip books
Digraph games
Same and different card game
Word searches-make your own.

Strategies

Knowledge

Integrate
Strategies:
Make the first
sound chunk;
skip the
word, read on
to the fullstop.

Know the difference


between letters and
words.
Know where the
start of a sentence
is, know where the
end of the sentence
is. Know what a full
stop is.
Fluent and phrased
reading with no
finger pointing (use
finger only as
needed)

Make the first


sound chunk,
skip the
Be persistent; know
word, read on
that one strategy or
to the fullitem of knowledge
may not be enough
stop and reto work
out difficult
Copyright
All rights reserved : Liz Hansen
2015
run.

CAFE

words.

Yellow Level 6-8.

Teaching Approaches Practice Daily 5 & Home


Instructional
Reading: whole class
or small group.
(guided, strategy
group, shared readingbig book)

Close activities at yellow


reading level (seen recently
texts) with the first sound
chunk provided.

Modelling book:
Integrating strategies.
Make an anchor chart
for solving tricky
words.

Word sorts into 1 letter, 2


letter and 3 letter first sound
chunks.

Eg The bears went to the


sh____ to buy a toy for baby
bear.

Dark Blue Level 9-11.

Strategies
Chunking
through
words

Knowledge

CAFE

Same/sam
e
strategy:
decode
regular
words

using

analogies.

CAFE

Teaching
Approaches

Practice Daily
5 & Home

Word sorts-use
Suffixes ed and its 3 sounds (id,t,d) eg.
Phonics.
decoding clues.
rented, jumped, filled
Instructional
Word recognition
Magic e on the end of a word (silent e
Reading:
games
syllable): magic e has no sound but jumps
whole class or
Computer gamesover one consonant to make the vowel
small group.
decoding short
before it say its name.
(guided,
vowel
2 sounds of s. /s/ & /z/
strategy group, words/chunks/wor
Diphthongs: oi & oy eg. boil, toy.
shared reading- d families
Blend & digraph
Common long vowels: ee,ea, ai, ay.
big book)
C followed by an i, e or y
eg cent
Use modelling games
Word chunk
G followed by an i, e or y
eg giant
book make
games/word
2 letter Initial Blends + final blends nk, anchor charts.
families.
ng.
Link to known
Magic e games.
_dge after a short vowel. Eg. judge
chunks, sounds, Onset and rime
Rabbit Rule: VC.CV Two consonants the
words.
games
Word family
same in the middle of a word -chop it into
wheels
syllables. eg. hap.py The first vowel will be
Copyright All rights reserved : Flashcards
Liz Hansen 2015
or flip
short.
Copyright All rights reserved : Liz Hansen 2015
books.

Common long vowels: igh, oa, ow, ew

Dark Blue Level 9-11.

Strategies
Recognise
High Freq
Words.

CAFE

Compound
words.
Check to see
if a big word
is a
Compound
word.

CAFE

Knowledge

Teaching
Approaches

Practice Daily 5
& Home

HFWs should be a part


New HFWs at blue :
Instructional
of home reading too and
along, around, about,
reading:
be directly related to the
awake, among, asleep.
Repetitive text
reader the child is
containing the HFW
reading.
you want the student Read HFWs- flashcards
to learn. Use texts
on book rings.
What is a compound word? with the HFW in
HFW games-make your
Can two words be clearly
them over the next
own and use the same
seen with no letters left
cards for snap, pop,
few days.
over?
memory, fish, Bingo
Collect words that
games
If yes then blend the two
the student had
Read and write HFWs
words together to make
difficulty with on the
the compound word and if first reading of a new on
whiteboards/computer.
not you will need to use
book. Use these
Word sorts- include
other strategies like
words to create
compound words and a
chunking, rerunning and
words.
targeted word

reading-on to work out the


word.
Copyright All rights reserved : Liz Hansen 2015

games.
Shared Reading:
Come up and point

Make and break


compound words

Dark Blue Level 9-11.

Strategies
Recognise
simple
contractions.

CAFE

Knowledge
What is a contraction?
Contractions are formed
either by shortening a
word or merging two
words into one and by
replacing missing letter(s)
with an apostrophe. Eg.
Im, Ill, hes, shes, didnt,
cant, Ive, isnt, its, lets.

Copyright All rights reserved : Liz Hansen 2015

Teaching
Approaches

Instructional
reading:
whole class or small
group. (guided,
strategy group,
shared reading-big
book)

Practice Daily 5

& Home

Word sorts-into
different contraction
groups.
Word recognition
games-snap, fish,
memory.
Flashcards or flip
books.
Spelling practice.
Match contractions to
long form words eg.
match Im to I &
am.

Dark Blue Level 9-11.

Strategies
Knowledge
Be persistent;
Crosscheckin
know that one
g
strategy or
Monitoring
item of
reading for
knowledge may
not be enough
errors.
Searching for to work out
difficult words.
and using
Try a strategy
multiple
and if it doesnt
work, try
sources of
another
information
strategy : this
to confirm or
needs to
become fluent.
self correct.
Integrate
Look for clues
strategies
to which
First sound
strategies to
use or how to
chunk,
break the word
Chunking,
Copyright All rights reserved : Liz Hansen
2015correct
up into
blending,

CAFE

Teaching Approaches

Instructional
Reading: whole class or
small group. (guided,
strategy group, shared
reading-big book)
1:1 : conferring after a
running record.
Show the children the
dominant pattern of
sources of information
used at errors and what
they are neglecting.

Practice Daily 5 & Home

Cloze passage on seen text.

V
IMF

IM

Knowledge & Strategies Green to Gold .

Liz Hansen Resource Teacher


Literacy
rtlitte@inspire.net.nz
liz.hansen@xtra.co.nz
www.pinterest.com/rtlitte/

"The Knowledge and Strategies That Require


Explicit Teaching to Achieve a Success For
Target Students.

Copyright All rights reserved : Liz Hansen


2015

Green Level 12-14.

Strategies
Chunking
through
words

Knowledge

Rabbit Rule: VC.CV The syllable


break is between the two
consonants in the middle of a word.
The two consonants can be twins as
in hap.py or different as in
sun.set. The first vowel will be
short.
R-controlled vowels: 3 Spellings
of er (er, ir, ur)
Diphthongs: au, aw
Suffixes: er, est, en, ful, ness,
Flip the
less
sound.
Chunks: _ost, _old, _oll, _olt, _ind,
_ild.
2 sounds of ea.
Tiger Rule: vc.v first syllable is
Copyright All rights reserved : Liz Hansen 2015
open

CAFE

CAFE

Teaching
Approaches

Phonics.
Instructional
Reading:
whole class or
small group.
(guided,
strategy group,
shared readingbig book)
Use modelling
book make
anchor charts.
Link to known
chunks,
sounds, words.

Practice Daily 5
& Home

Word sorts-use
syllable breaking
clues to put into
Rabbit, Tiger or
Camel groups.
Flashcards or flip
books.
Spelling practice
T charts of er.
POP game.
Suffixes,
diphthongs and er
words.
Match up base
words with
suffixes-how many
real words can you
make. Eg base
word : big, sad,

Green Level 12-14.

Strategies
Recognise
simple and
more
complex
contraction
s.

CAFE

Knowledge
Clue: Look out for apostrophes.
What is a contraction?
Contractions are formed either by
shortening a word or merging two
words into one and by replacing
missing letter(s) with an apostrophe.
Eg. Wouldnt, shouldnt, wont, dont,
theyll, well, couldnt, theyve,
theyd, youre, wheres, shell, wholl,
doesnt, youve, theyre, whats, hell,
youll.

Integrate
strategies
Be persistent; know that one
and
strategy or item of knowledge may
knowledge
not be enough to work out difficult
at speed.
words.
More rapid Try a strategy and if it doesnt work,
selftry another strategy : this needs to
correction
become fluent.
Copyright
All run
rights reserved
: Liz Hansen
on the
Look
for2015
clues to which strategies to

CAFE

Teaching
Approaches

Phonics.
Instructional
Reading:
whole class or
small group.
(guided,
strategy group,
shared readingbig book)
Use modelling
book make
anchor charts.
Link to known
chunks,
sounds, words.

Practice Daily 5

& Home

Word sorts-into
different
contraction
groups.
Word
recognition
games-snap,
fish, memory.
Flashcards or
flip books.
Spelling
practice.
Match
contractions to
long form words
eg. match Im
to I & am.

Orange Level 15-16.

Strategies
Chunking
through
words

CAFE

Knowledge
_gh says /f/ -6 words only: cough,
laugh, trough, rough, tough enough.
_tion & _sion : sh is spelled sh at the
beginning or end of words and ti or si in
the middle of words. _tion is more
common.
_age: eg. baggage, cottage
Common Long vowel sounds: long e:
ie & ey.
_eigh, _oe.
R-controlled vowels: final position
ar=/er/
eg.dollar.
After w or
final position /or/=/er/ eg doctor, motor.
Three letter blends & digraphs: str,
spl, shr, thr.
Silent letters: Kn, gn, wr,_b, wh
Suffix : es,er

Copyright All rights reserved : Liz Hansen 2015

Teaching
Approaches

Phonics.
Instructional
Reading:
whole class or
small group.
(guided,
strategy group,
shared readingbig book)
Use modelling
book make
anchor charts.
Link to known
chunks,
sounds, words.

Practice Daily 5 &


Home

Word sorts-use
decoding clues.
Word recognition
games
Computer gamesdecoding short vowel
words/chunks/word
families
Blend & digraph
games
Word chunk
games/word families.
Magic e.
Onset and rime games
Word family wheels
Flashcards or flip
books.
Spelling practice

Orange Level 15-16.

Strategies
Recognis
e
syllables
types +
Flip the
sound.

Knowledge
Tiger Rule: vc.v first syllable is
open (more common than camel)
Camel Rule: vc.v first syllable is
closed
Try tiger first and if it doesnt make a word
try camel.

CAFE

Consonant le syllables.
Count back 3 from the end and divide it.
Recognis eg. bub.ble
CV/VC li.on words: In a cvvc word, if
e
the two vowels are not recognizable as
syllables
a vowel team, look for a cv/vc pattern.
types.
Eg. create, neon, meow, giant
VCCCV mon.ster words: 3
consecutive consonants-look for a blend
or digraph. If you find one use vc/cv,
Copyright All rights reserved : Liz Hansen 2015

CAFE

Teaching
Approaches

Phonics.
Instructional
Reading:
whole class or
small group.
(guided,
strategy group,
shared readingbig book)
Use modelling
book make
anchor charts.
Link to known
chunks,
sounds, words.

Practice Daily 5 &


Home

Word sorts-use
decoding clues.
Word recognition
games
Computer gamesdecoding short vowel
words/chunks/word
families
Blend & digraph
games
Word chunk
games/word families.
Magic e.
Onset and rime games
Word family wheels
Flashcards or flip books.
Spelling practice

Strategies
Be a
voracious
reader!

CAFE

Knowledge
We can become
better readers by
reading every day.
Remember to
choose good-fit
books when you
are reading.
Use I-Pick to
select books.

Teaching

Turquoise to Gold Level 1722.


Practice
Daily 5 & Home

Approaches

Instructional
Increase amount of reading
Reading: whole
continuous text. Beginning
class or small
chapter books:
group. (guided,
Dr Suess. Level 16-18
strategy group,
Hey Jack & Billy B Brown.
shared readingLevel 19/20
selecting books )
I can Read: beginning reading
Use modelling
Level 1. Level 17-21
book Model
Zac Power : beginning reader
choosing good fit
books
chapter books.
https://docs.goog
www.icanread.com
le.com/file/d/0B1
Mata books from Marathon
53zkqMn6KsS29uWFR
Books NZ:
iWGUwN0U/edit
http://www.marathonbooksnz.com/mbnz/Super
.
_Sandwich_series.htm
Make anchor chart
l
for I Pick.

Tas Books from Marathon Books


Copyright All rights reserved : Liz Hansen 2015
NZ:

Turquoise to Gold

Strategies

Turquoise to Gold
Integrate Strategies and decode
more complex multisyllabic
quickly.
Practice using the strategies
from Emergent to Orange at an
increasingly rapid pace, more
and more independently. Look
for decoding, semantic and
meaning clues to which
strategies would solve the
problem the quickest.
Aim to keep the pace of the
reading flowing and fluent.
Apply knowledge of regular and
irregular spelling patterns.
Searching for and using
multiple sources of information
Copyright All rights reserved : Liz Hansen 2015
to confirm or self-correct.

CAFE

Knowledge
Searching for and
using multiple
sources of
information to
confirm or selfcorrect.
Try a strategy and
if it doesnt work,
try another
strategy-blending
small words,
chunking bigger
words, flip the sound,
analogy, reading on,
rerunning, ,look for
compound words,
look for contractions,
look for suffixes, look

Teaching
Approaches

Level 17-22.

Practice Daily 5 &


Home

Word sorts-use
Phonics.
Instructional decoding clues.
Word recognition
Reading:
games
whole class or
Computer gamessmall group.
decoding short vowel
(guided,
words/chunks/word
strategy
families
group, shared Blend & digraph
games
reading-big
Word chunk
book)
games/word families.
Use
Magic e.
modelling
Onset and rime
book make
games
anchor charts. Word family wheels
Link to known Flashcards or flip
books.
strategies,
Spelling practice
chunks,
sounds, words, Increase amount of
reading continuous

rules.

Turquoise to Gold

Strategies

Turquoise to Gold
Chunking:
Recognise Prefixes on the
front of base words when
chunking.
Recognise suffixes on the
end of base words when
chunking.

CAFE

Knowledge
Open Prefixes: de,
re, pro, pre, retro,
intro. (Long vowel)
Closed Prefixes: ad,
com, sub, ex, inter,
post, super, trans,
circum.
(short vowel)
Base words (root
words) :
Eg. Agree, correct,
act, kind, rest.
Suffixes: easier
suffixes and more
complex:
s,es,ed,ing,er

Copyright All rights reserved : Liz Hansen 2015

Teaching
Approaches

Level 17-22.

Practice Daily 5 &


Home

Word sorts-use
Phonics.
Instructional decoding clues.
Word recognition
Reading:
games
whole class or
Computer gamessmall group.
decoding short vowel
(guided,
words/chunks/word
strategy
families
group, shared Blend & digraph
games
reading-big
Word chunk
book)
games/word families.
Use
Magic e.
modelling
Onset and rime
book make
games
anchor charts. Word family wheels
Link to known Flashcards or flip
books.
strategies,
Spelling practice
chunks,
sounds, words, Increase amount of
reading continuous

rules.

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