My Inquiry Question for this year is:
How can I use the pedagogies of BSLA to support Year 3 learners in Literacy?
I have chosen this question as Structured Literacy is a focus area in the Junior Area of our school, I am interested in how this style of teaching can be implemented past Year 1 and 2. Teaching in the senior age group we are often presented with students with poor spelling skills and below readers who have limited phonological understanding, I hope that by inquiring into this area I may develop skills that will help me when teaching all age groups. At Year 3 we often notice some students who plateau at around Green level on the colour wheel. Would the Structured Literacy approach have been more beneficial to these learners? (Focusing)
SCANNING
In this cohort I have a range of students who are reading well into the colour wheel Levels 19-25, however they still present with limited usage of spelling rules.
There is a reading group who are reading fluently at Mahuri level and are now starting to read Orange level books.
There is another group of students reading at Mahuri.
The final group of readers are currently reading at Tupu level.
In the groups that are reading within the BSLA programme there are two students who have learnt to read with the traditional colour wheel approach as well as one being an ex reading recovery student. I have now introduced these two students to the BSLA proramme and I will be interested in seeing how these two particular students progress. (Focusing)
This term I have begun my Micro credential on BSLA and I am starting to implement these practices into my Literacy programme.
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