Morphological Teaching Strategies- Zoom Reflections

 Taumata 4- Mahuri 

Taumata 5- Rakau

Notes:

• Lead chn to see/discover pattern before teaching it. (e.g ch/tch lesson in video)
• Recommended number of repetitions- research proven (refer to lesson plans)
• Word chains in list one after another. Read back. Goal to be fast, focus on spelling not handwriting etc.
• Link to reading and writing: Taumata 4 Phom to reading. Taumata 5 focus on writing and reading from Phom lesson.
• Use shared text in PHOM lesson. Engaging all learners.
• Refer to optional extension to differentiate for all learners.

Reflection:

I am noticing that my whole class PHOM lessons may not be effectively reaching all learners needs. The children reading Level 19-25 are picking up spelling patterns quickly and need extension. The children in Tupu need more support. The Mahuri group that these PHOm lessons are aimed at are identifying the target sounds in the texts but not transfering them to writing.

I can see how Taumata 5 lessons would really benefit the higher groups and I am wondering if there is a need for the Tupu group to join Rita's class as we had originally planned.

Takeaway:

-Plan to use shared text in PHOM lesson.

-Move though scope and sequence as planned and cycle back.

Teaching for Inquiry 2023

 

Teaching for Inquiry 2023.

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.