An Introduction to The Big Six

1. An Introduction to The Big Six

4. NAR educators are expected to understand what the components of the Big Six skills are, how to assess them and how to design appropriate learning experiences to challenge and support all learners. This includes employing valid and reliable screening, diagnostic and progress assessments coherent instructional design which includes alignment with the Australian Curriculum and the TfEL framework (Teaching for Effective Learning) explicit, systematic and differentiated instruction which includes the use of an instructional model such as the Gradual Release of Responsibility (Pearson & Gallagher) or the Apprenticeship Model (Tactical Teaching: Reading)

5. handout

6. Handout p1 & 2

7. Early Literacy

8. What are early literacy experiences?

10. http://www.decd.sa.gov.au/northernadelaide/files/links/Concepts_about_Print.pdfhttp://www.decd.sa.gov.au/northernadelaide/files/links/Concepts_about_Print.pdf

11. Deslea Konza – 1. Oral Language (5:21 min)

13. Oral Language Discuss: How do you currently teach and assess oral language?

14. Phonological Awareness

15. What do the following terms mean? Handout P 3

18. 5 1 3 2 4

19. Deslea Konza – 2. Phonological Awareness (6:12 min)

20. Assessment • Phonological Awareness Skill Map - DECD Speech Pathology • Screen of Phonological Awareness (SPA)DECS Publication • Sutherland Phonological Awareness Test – Revised (SPAT-R) Gathering baseline data is important in identifying needs and measuring change. 20 Slide based on Talking Literacy Training Package: “Coding Breaking a Phonological Awareness Perspective” developed by DECS Speech Pathology, 2009

21. The SPA covers a broad range of early metalinguistic and phonological skills that have been correlated to literacy development. The items cover: • word awareness • rhyme awareness, • syllable awareness • sound awareness • auditory memory and sequencing • sentence repair • letter recognition.

22. Phonological Awareness Skill Map Handout P 3 & 4 http://dlb.sa.edu.au/dlsmoodle/course/view.php?id=30 22

23. Phonics

24. Phonics • Also called “alphabetic principle” • “Letter-sound knowledge”

25. Phonics • Print • Letter-sound correspondences • Blending • Segmenting • Detecting sounds in words • All with the printed form of the word • Letter formation instruction • Talking about the shapes of letters • Writing letters and words in the context of learning letter-sound relationships

26. Deslea Konza – 3. Phonics (8:50 min)

28. Spelling

29. Stages of Spelling Development • Emerging print concepts • Semi-phonetic • Phonetic • Transitional • Proficient

30. TypesofSpellingKnowledge • Phonological • Visual • Morphemic • Etymological Visual

31. Spelling by Kinaesthetic memory is also involved in the storage and retrieval of spelling patterns, particularly those of high frequency words. Some researchers have observed a connection between fluent, neat handwriting and spelling ability.

35. History of English

36. Consider • What is relevant at your year level/s? • Which students need what? – intervention and extension? Handout P 3-9

37. Vocabulary

38. Vocabulary knowledge • Is complex • Is critical to reading success • Is developmental • Requires explicit teaching

39. Stage 4: knows the word in different contexts and knows different meanings. Stage 3: recognises the word in some contexts but not others Stage 2: has seen or heard the word but meanings are not known Stage 1: has never seen or heard the word before

40. Tiers of Vocabulary Tier 1 – everyday words Tier 2 – words used in text but not so frequently in everyday language Tier 3 – subject specific vocabulary

41. Academic vocabulary can also be conceptualised as being composed of different types of language: • Language of Instruction • Words to teach and learn the lesson content (strategies, pre-writing, context clues) • Language of Text • Words related to the content-area, theme, unit, or selection (habitats, camouflage, prey) • Multi-syllabic words with prefixes, suffixes, and Greek and Latin roots • Examples: informational, hopelessness, psychology • Word families: rely, reliance, reliable

42. KNOWING A WORD • What does the word sound like? • How is the word pronounced? • What does the word look like? • How is the word written and spelled? • In what patterns does the word occur? • In what patterns must we use the word? • What words or types of words can be expected before or after the word? • What words or types of words must we use with this word? • How common is the word? • How often should the word be used? • Where would we expect to meet this word? • Where can this word be used? • What does the word mean? • What other words does this word make us think of? • What other words could we use instead of this one?

43. Handout P 10

45. 1. A fundamental, essential, or irreducible constituent of a composite entity.

47. Deslea Konza – 5. Vocabulary (5:22 min)

49. Select an uncommon word • Use the instructional routine to teach it to others. alabandical welmish defedate Handout P 10

50. How do you currently teach vocabulary?