Bridging Playbased learning to Structured Literacy

Recorded session

Kylie Mckay - consultant assessor specialist educator

• What is Playbased learning
• Look at the research - How and Why and When
• Learning principles of structured literacy
• Consider ways we already teach areas of literacy
• Reconsider way to include structured literacy through play

Resources in Folder

Session 1

DATs from data adapting actions and beliefs

IN Nz done phonics, and balanced and structured literacy

What about playbased?

some research about all forms of teaching so this is about bridging the 2 together.

Do both and will succeed

Nathan Mc influential in playbased

3-7 year olds what do they need to learn? To read

So find out what they know

Continuum from Free play to direct instruction

Success using both have the tools available to find our what is needed. Need to bridge them both

BECAUSE the WHY we need to do this

Learning Matters support teachers to get kids 

How do we develop phonological awareness?

She has a worry when schools go to playbased solely

Book 'play misunderstood the divide between the primary classroom'

Teachers 

ALL PLAY TYPES ARE IMPORTANT IMPORTANT TO WROK ON TRANSITIONING THROUGH.PLAY WITH PURPOSE

What we do know 

Play is important 

it is fashionable

Important kids in front also learn how to read, write and spell

Structured literacy

• diagnostic - assessment
• Systematic step by sptep
• Cumulative each step, sounds to digraphs 
• Direct teaching principles

Bridging the Reading Science to the Classroom Floor

Spelling should be taught

Identify the problem we cannot wait early intervention is crucial

Important if we have playbased philosophy and spend a lot of time playing the child will go undetected if having difficulty. SO need to add structured literacy to the program.

We know it is in the family if someone in the family has difficulty learning then tis will likely to be so in the child.

Playbased helps with vocab social language.

Q asked what if they are not ready for reading. Not being ready for reading means there is a phonological awareness lacking. So assessing on school entry enables schools to know if they are ready. Also social capabilities to interact with others.

Phonological awareness has to be taught so a child is ready for reading. This can be done well through a playbased setting.

segmenting important for spelling S-t-r-i-n-g

blending important for reading.

Practice makes permanent

What we ignore we chose to accept e.g handwriting, pencil grip. Needs to be corrected at an early age. These are fundamental skills are crucial to higher order thinking are required for reading comprehension .

Needs to be a consistent approach to teaching handwriting.

So what about those students who still haven't got this at an older age? This is the spelling test we were going to introduce to our students

Assess what they know the sounds they are missing and also reversal to letters.

• This will be the starting point
• Spelling need to be able to break words into chunks. What about sight words ( research says that kids skilled in phonemic awareness are good at this, not good practise to send home words to be learned as rote like has been done in the past). 

Multisensory - crucial for reading and spelling

saying it

hear it

feel it (in your mouth)

see it

silent handwriting tasks wont do this need to say the sound and o it t the same time. This builds kinesthetics=c pathway.

sand, playdough are VEHICLES to engage

Phonological awareness matters so what are we going to do about it?

Have a look at this from another school of their literacy guidelines

Good examples of teaching vocabulary could get ideas for reading activities and maybe to include into some sort of Tic tac toe and explicit teaching??

Should we teach handwriting in schools?

Session 2 also in Notes with photos

Playbased-Learning

NZ kids going down hill in reading

Spelling assessment check what we are using

Structured literacy  teaching must occur as direct instruction gather what we need to teach through assessment

Explicit looks like 

1. I do 
2. We do
3. You do

In NZ tendency to use too many questions 

Diagnostic

Explicit

Systematic

Multi sensory seeing hearing feeling in my mouth

Word level to sentence level to text level

Build sight word automaticity. Could be an irregular or phonetic word it means the word pops

Review review review essential as some kids need to see a word up to 1500 times for automaticity

Structured literacy is a pedagogy as is Playbased-Learning learning and both can be done together 

Isolation application transference

Phonological is away form print alphabetic principle is when we take. It to print.

If kids have low comprehension maybe having trouble with phonological or alphabetic or fluency so important to find out what’s missing

Neuro diverse  learner has to learn by code this is the same for all need to learn the code such as what is in print on page not using pictures. 

Phoneme to graphemes not phonics a phonics program is a small piece of structured literacy

Alison Clarke fluency needs to happen for comprehension as it becomes automatic

Example little robot to read little need to know the le end sound 

We here the ere is a complex grapheme for a new reader swimming that is a huge word and the picture will need to be used so we have been creating the strategy of using. Pulling apart some PM readers and complex words in them 

If we taught spelling rules at the same time then could gain automaticity 

When we read a network is going on so important to teach spelling and reading together so the above text has no system it is very difficult for kids to make progress. So saying that these books aren’t levelled they are levelled on noun count. So we are not being resourced well in NZ. 

SUITABLE DECODABLE TEXTS links will be shared 

Choose texts with caution for early readers especially those that struggle 

Sunshine book samples were discussed 

Mat time great time for phonological awareness or when leaving to mtea 

Sound pack

Learning to read sound in isolation

Increasing difficulty reading how do we support the speech impediment children 

Font choice is publishers font and write the other a and g next to it.

Narrow focus for automaticity eg 5 sounds 

DED decode encode and decode back demo with sound cards

TALKING syllables phonemes graphemes digraph blends important we teach blends as individual sounds and not chunks.  

High frequency words that show up frequently in texts

Sight words- any word that is committed to memory instantly can read and spell it 

Irregular words have an irregular sound in them only 4%of words eg was want what

Orthographic

Teaching said to stop kid’s spelling it as sed. Kids can come up with their own ideas of how to remember it by heart 

Handwriting can also hold up automaticity. Not a silent task verbalise sounds as they write

Switchlearning.co.nz site for phonological awareness 

Carlas blog 

Spelling list essential not a good list.

Year 5 6 learners need to teach phonological awreness

Looking forward to spelling  is telling!

Notes from the Course Provider

Hi all 

Thanks so much for attending our recent webinar Bridging Play-based learning to Structured Literacy. Many of you have emailed either Carla or Kylie directly and have shared some awesome feedback. They both really enjoyed working with you. 

Please find attached 

• A copy of the slides from both sessions
• An audio link to the first session (apologies the video did not record for day 1) 
• https://us02web.zoom.us/rec/play/u8Evcbj9_T83SdXDtASDV6dwW47ofPisgCAd-fsKzUnnVHZWYQeuYOQWa-Ys9GNfraBfEJTho14wck2c?continueMode=true
• A video link to session two here https://us02web.zoom.us/rec/play/650rIrut_To3ToKT4QSDUKV8W9XuL6is1yYf8vNfnRyzVSRWZAWmYOEaZue-4COlvZjarG6NQAD1GxEy Password LearningMatters2020* Please note this will expire in 5 days. View on full screen for optimum viewing.
  Please respect that we are a small business working hard to make a difference. Your course fee includes your viewing only. We ask you to please not share this with others who have not paid for the use or viewing of this webinar.
• The 4 session structured literacy lesson outline in word format
• The iDeaL video insight link https://www.youtube.com/watch?v=dW8fvkutpvk&t=82s
• The iDeaL introduction guidelines attached
• Dates for our Stage 1 iDeaL Assessment training will be loaded to our website in the coming days. 

Links to free decodables:

Free Teaching Resources - Phonic Books Free Teaching Resources Free printable reading and spelling resources, for use by parents, teachers, tutors and those who are homeschooling. It's not always easy to get children to work on their reading and spelling.  These free resources are are a … PHONICBOOKS.CO.UK

SPELD SA Phonic Books | SPELD SA SPELD(SA) Free Phonic Books use the sequence of sounds used in the Jolly Phonics early literacy program. They are available in an online flash version, a printable PDF version and a iPad and tablet friendly PDF version that allows a user to upload and use the books from any ap that can read PDFs such as Kindle and iBooks. The books are free to use amd is published with suggestions on how parents, tutors and teachers can get the most out of the book. Worksheets are also provided. Suitable for ALL people learning to read. SPELD-SA.ORG.AU

Here is a link should you wish to register your interest in the iDeaL platform. www.ideallearningapproach.com

We wish you all the very best as you hopefully head back into your classrooms and or school based settings in a week or so. 

Please don't hesitate to get in touch with us should you have any questions and or if we can help you to move forward with your PLD journey.