Self lit teacher's information meeting - June 2012
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Transcript of Self lit teacher's information meeting - June 2012
At
Agenda 5/06/12Brief overview of Self-Lit and the selection process
Self-Lit units of workSpelling, punctuation and homework. Do they really matter?
Parent’s roleTeacher’s role
Self-Lit at Willowbank SchoolStarted as a pilot in 2011
Designed and tested over 18 years in Nelson
Access to Educational Psychologist
Aim: accelerated literacy learning
First school in NZ to offer it
Identifying studentsTeachers nominate studentsScreener tool usedTeam looks at results, place may then be
offered.Further 2 hours assessment completed (over
2-3 sessions)Regular time slot allocatedParent’s meeting within first 6 weeksReassessments after 30 weeks
I will probably also ask:Can they organise their desk/layout of their books/care for
their belongings
Level of oral language
History of previous interventions
Family history of literacy difficulties
Level of home support
K.C’s-especially thinking/participating and contributing/managing self
Screener page 1
Screener page 2
Processing speed.Screener gives me clues about processing
speed.
Talking and observing student while working also gives me clues.
Group activity
Nominate one person-they will get a task from Jo
Once I say start your group has 3 minutes to discuss the following:
What I did over Queen’s Birthday weekend
A regular weekly session…90 minutes
3 students, 1 specialist teacher
Individual workstations
Reading, writing, talking & website based tasks
Self-Lit Practical Teaching Approach
Three Settings
1.Specialist Teacher’s Classroom2. The Student’s Classroom3. The Home
What might it look like:Building a brick wall.
Reading text.Read text twice. 1) Highlight 2) Reread and tick
3) Comprehension check
4) Write
Website tasksEach unit has a set of words that the student
sees, hears, types and writes over a period of 3 weeks.
Aiming for:acquisition of knowledge-----mastery------
automaticity
Tasks within a unit include:Work on list with teacher (pen and paper)
b_ _ght
Hear it and type it
Type a sentence with it
Read a sentence, hold it in memory, type as it disappears
Other tasks:T reads text to me that includes list words
I read a (simple) text with list words included
I read simple text with errors in punctuation and spelling. I write it correctly.
Also:Dictation tasks for vowel combination
families
Timed blending strips
Learning conversations to check developing metacognition
Research tells us…
Does spelling matter?
Is punctuation important?
Oh dear!
My job description includes..Sharing findings with Willowbank Staff
Sharing successes with students, their families, senior management, BoT and schools in our cluster
Working alongside individual classroom teachers
Giving feedback to the programme designers in order to refine and improve the Self-Lit Approach
Setting them up for success.Weekly 90 minute Self-Lit session
Regular classroom programme
Home learning tasks
Once a week is not enough!
Enviro school? Yes, but…
Encouraging good habits…
Parents, how can you help?Limit distractionsNegotiate days and times-DON’T BUDGE
AFTER THATHeadphones may help (Browser needs to be
Firefox)Encourage independence but monitor
frustration levelsEmail me for any reasonRoutines and clear expectations-read
to/with/by most days
Excuses
See me..Before school on a Monday or Wednesday
Every Thursday lunchtime
Yellow homework box ALWAYS available
Email me
Frustrated
Research tells us..Frequent, intense practice of new
items helps them “stick” in the memory
Students need to see, hear and manipulate sounds and letters many times (maybe 100s) before they can do this automatically
We can make a difference but it will take time
Teachers, how can you help?Explicit teaching of spelling rules, how to use onset & rime
and syllable breaks to spell new words-use workshops and dictation tasks
Word study-why do we say “brekfist” but we spell it “breakfast”
Make it as easy as possible-focus on one set of words that follow the same rule
Don’t let bad habits slide-it’s not ok to use lower case “i” as a word in Year 1 but we still see it in Year 6. It is very difficult to untrain the brain.
And..Allow time for slow processors-group them with others who
need time so there is a greater chance they can contribute their ideas
Read to your class EVERY DAY
Promote reading-expect SSR at home EVERY DAY
Letter formation is important-”cut” is not the same as “cat”
Rewrite the whole word if an error is made
Resources we already have…
This is on the server
From page 3 “…..dyslexia involves an unexpected and persistent difficulty in learning to read, write and spell that cannot be identified by other factors.”
Not all Self-Lit students have dyslexic tendencies.
Other factors may include: ADHD
Dysfunctional family situations
Delayed start to formal schooling (eg S.A students)
and..Resources we own
First Steps…and Jo!