Transcript Enrichment Programme Structure

Enrichment Programme
Structure
What really happens in
Te Whare Poipoi?
What do we do?
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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;
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Phonological Awareness
Visual discrimination
Sequencing
Visual Auditory Memory
Working Memory
Words in context
Reading Fluency
Speed Reading
High frequency Words
Decoding Skills
Proof Reading
Dictation
Days of the Week/ Months of the Year these are important and worth
learning as sight vocabulary.
How do we do this?
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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.
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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.
Phonological Awareness
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The children identify same/different sounds in words.
The teacher says the sounds and then the word clearly for the children.
Children listen for a targeted sound and see if they can hear it. The
child says the sound becoming aware of how the mouth moves when
saying it.
Phonemic
Awareness- segmenting the sounds
in order to make the words
Sound boxes
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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).
Word Building
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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
Visual discrimination
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Visual images presented
are concentrated on.
Practice looking at the
shapes of words.
Eye tracking exercises
Activities where the
children have to match
the word on the left
with the correct version
on the right. This can
include confusions such
as b/d m/w and words
where letters are
missed.
Speed Reading
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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.
Rhyming & Syllabification
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Children identify words
that rhyme/ do not
rhyme in a given set.
(insert shows; rhyming cards for
the children to put into word
family groups)
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Clapping the number of
words in a sentence.
Clapping the number of
syllables in a word. (insert
shows; picture cards with a
different number of syllables
for the children to sort into
groups)
Reading, Proof reading&
Dictation
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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.
Children learn what they live
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If a child lives with criticism, they learn to condemn.
If a child lives with hostility, they learn to fight.
If a child lives with ridicule, they learn to be shy.
If a child lives with shame, they learn to feel guilty.
If a child lives with tolerance, they learn to be patient.
If a child lives with encouragement, they learn confidence.
If a child lives with praise, they learn to appreciate.
If a child lives with fairness, they learn justice.
If a child lives with security, they learn to have faith.
If a child lives with approval, they learn to like themselves.
If a child lives with acceptance and friendship, they learn to
find love in the world.
Adapted from; Dorothy Law Nolte
“Every child requires someone
in his or her life who is
absolutely crazy about
them.”
Urie Bronfenbrenner