Learning to read and spell High Frequency Words Ann Beckitt.

Learning to read and spell High Frequency Words

Ann Beckitt

Whats so good about it?

• Whole/High Frequency Words Knowledge of the words that appear most often in text will allow your child to read more fluently and with deeper understanding. 100 HFW=50% of most texts.

• Multisensory • Reading and spelling are learnt together • Word FamiliesThis increases the likelihood of the words being remembered and used.

• Repetitive and rewardingThis increases the likelihood of the words being remembered and used.

Teaching Reading

Bottom Up Phonics

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Teaching Reading Top DownWhole Word

Teaching Reading Top DownWhole Word

Bottom UpPhonics

Reading is unnatural !



Reading is a completely unnatural and artificial skill for the brain to process.It uses existing systems and builds connections across them.

Left Hemisphere

The old neurological model of reading is now replaced by a more complex distribution of interconnections.

Connections are needed as the human brain does not have a specific reading area. Reading is a completely unnatural and artificial skill for the brain to process.It uses existing systems and builds connections across them. Connections across several areas of the brain ensure better communication.

Language and Visual areas pass information back and forth.

All brains are as individual as a fingerprint

The brains letter box/visual word form area is the brains word bank

The active area depends onthe task but it alwaysincludes the visual word

formarea (brains letterbox /occipito temporal sulcus)

Connections are made stronger through the release of certain chemicals.The chemicals are produced as a reaction to stimulation, repetition and pleasure

All brains are different in the way they are organised

developed and matured.

How do we encourage the brain to compensate and remediate when connections are weak or impaired?

How do we ensure the connections that are made- remain?

•Motivate•Attention•Pleasure

•Self Esteem•Automaticity•Confidence

Spell BoundA motivational spelling

programme

• Developed by 3 resource teachers• 300 high frequency words• 6 Sets A-F arranged in order of difficulty• 50 words per set • 5 colour coded lists-10 words in each

SPELLBOUND

Word cards are labelled with a letter denoting the set and a number 1-10

Keep and use the cards in order so the common spelling patterns are grouped.

Tutor and Student Read –then- spell.

F1

everySpell Bound 1

Reading

1. Tutor holds up each card.

2. Student reads aloud each word as presented.

3. Correct any errors - create 2 piles (correct and

incorrect.)• Record and reward• Put words back in

order.

Spelling and Writing

1. Tutor reads out each card e.g “to.”

2. Tutor says the word in each sentence e.g. “I went to school.”

3. The student writes the word.

4. Complete all words.5. Tutor shows each card to

student, one at a time.6. Student checks spelling.7. If incorrect they rewrite

alongside.8. Record and reward.9. Put words back in order

Aim to achieve 10/10 3 times in a row

Supporting success

ReadingVerbal prompts - mouthing out initial sound/whole word.

Spelling and writingVerbal prompts-individual letters/letter groups

Visual prompts - allow a quick peep

have word in another room.







Spellbound – extension

Generalising learning will improve automaticity.

Revising and repeating previously learnt words will mean more fluent reading and writing.

Change orderSpeed trialsMillionaireTechnology

Word OlympicsCombine with other

activities

Learning to read and spell High Frequency Words Ann Beckitt.

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Transcript of Learning to read and spell High Frequency Words Ann Beckitt.