Words Sorts

It is with great pleasure that we share another Activity Presentation. This time we explore Word Sorts.

Word Sorts is a simple way to encourage learners to develop an understanding of the predictable patterns when reading and spelling English words. In short, each word sort activity requires learners to examine a set of words, and to sort (or categorise) these words into common patterns whilst identifying exceptions to the rule. This brief activity is designed to be done daily (or regularly) as learners "study" different sets of pronunciation and spelling patterns. In doing so, learners explore how to blend and segment various consonant and vowel sounds in simple to more complex words.

By guiding learners from simple to complex structures, teachers can help learners make logical sense of word reading and writing in English. The Word Sorts (or Word Studies) can easily be organised in such a way that the resulting program is consistent with an evidence-based phonics sequence. Over time, students come to master the patterns of English phonology,  orthography, and morphology, so they are equipped with the skills to rapidly and accurately read both known and unfamiliar words.

Rather than prolong the introduction, it is best to allow the video to speak for itself. The following video presentation provides a demonstration of this activity along with some essential points and resources. Grab your popcorn, because it is a bit of a long one. (NB: The video can also be found on YouTube at https://youtu.be/HCvYgHk6ODc.)

Ultimately, we want children to decode with confidence and notice the patterns within printed words. As Mark Seidenberg observes, “for a beginning reader, every word is a unique pattern. Major statistical patterns emerge as the child encounters a larger sample of words, and later, finer-grained dependencies.” (Seidenberg, 2017, 92)  “Readers become orthographic experts by absorbing lots of data  … The path to orthographic expertise begins with practice practice practice but leads to more more more.” (Seidenberg, 2017, 108).

After you watch the video, we encourage you to download resources that are mentioned in the presentation:

You can also access the Word Sort - Activity Cards, which have been organised into key developmental stages.

We encourage you to check out the book Words Their Way by Donald Bear and colleagues. It's a highly regarded educational resource with a thorough discussion of activities, developmental expectation and assessment tools.

  • Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Also, please visit our Mastering the Code presentation, including the presentation slides. This presentation and its associated slides provide background research that will help you better understand the purpose of the activity.

We hope the activity is a valuable addition to your practice. We welcome your feedback and ideas, so please stay in touch.

Thank you for your time. Please explore and enjoy!

 

References

Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

Analysing Spoken Words - A New Activity

It is with great pleasure that we add a new type of resource to The Literacy Bug: Activities.

And the first cab off the rank is Analysing Spoken Words. The following video presentation provides a demonstration of this first activity along with some essential points. (NB: The video can also be found on YouTub e at https://youtu.be/8DVPbK0HSyY.)

Ultimately, we want children to notice the patterns within their oral language (e.g. in their words), so they are equipped with the fundamental skills upon which they can build more formal literacy (e.g. sound-letter correspondences).

As Mark Seidenberg attests, “spoken words [need] to be treated as consisting of component parts, [which is a skill that] we now consider [as] an ordinary, teachable aspect of learning to read: phonological awareness. (Seidenberg, 2017, p. 63)

After you watch the video, we encourage you to download the following resources, which are mentioned in the presentation:

If you would like further background, please visit our Mastering the Code presentation, including the presentation slides. This presentation and its associated slides provide background research that will help you better understand the purpose of the activity.

To wrap up our thoughts, over time children need to develop the ability to:

  • Learn rich language;
  • Hear/isolate words within sentences (or the speech stream);
  • Focus attention on words;
  • Detect/isolate syllables within words;
  • Detect/isolate sounds within syllables/words;
  • Begin to recognise the possible sounds within their language(s);
  • Correlate their developing understanding of sounds with their emerging knowledge of sound-letter combinations;
  • Focus on the meaning of words; and
  • Focus on the use of words in rich, meaningful sentences.

We hope the activity is a valuable addition to your practice. We welcome your feedback and ideas, so please stay in touch.

… And please note ... the activity can be done partially or in full, depending on the age and ability of the learners. … And it can be incorporated into many aspects of daily practices, whether this is around book reading, in the sand pit or with general word play. These and other bits of advice are discussed in the above video and associated resources.

Thank you for your time. Please explore and enjoy!

 

Reference

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

Mastering the Alphabetic Code

Today, we share "Mastering the Alphabetic Code" which is available below as well as on YouTube at https://youtu.be/dA4nt3rxTYM

This video is a presentation that outlines the key elements involved in learning to “master the alphabetic code”, such as phonemic awareness, phonemic knowledge, letter-sound correspondence, orthographic patterns, morphological patterns and automatic word recognition and construction skills.

It emphasises the need for teachers to develop scaffolded activities that provide learners with the skills to succeed.

The presentation slides can be downloaded at http://bit.ly/Mastering-the-Code. We highly recommend that you download the slides, since they contain many resources mentioned in the video. Please be patient during download. It's a large file, at least in PDF terms (20MB).

Please explore and enjoy! And send us a message if you have any questions, comments or suggestions.

The Sentence: Features, Types and Structures

After the previous update, you'd definitely be correct to believe that the last video presentation was the final in a series. And it was. Yet, today, we share a new print presentation that stands on its own. Today, we share "The Sentence: Features, Types and Structures" and the slides for the presentation are available from http://bit.ly/2-The-Sentence

This most recent presentation is - in fact - an older presentation that we chose to revisit and update. The topic - grammar - may not spark excitement in the general audience, yet for me it is something of a secret passion. 

As a follower of linguistic philosophy, I am fascinated by the logical structure of the sentence. It is fascinating to know that a sentence is able to convey any meaning at all. I am fascinated that a sentence can be a "statement about the world ...  that one can contemplate, admire, reject or refine.” (Fish, 2011, p. 2)

As a writer, I appreciate balance and economy. I appreciate it when a sentence is able to deliver its message with style and grace.

As a teacher of English language learners, I know that teachers need to provide plenty of practice for their students to scan and understand a variety of sentences. This requires gradually helping learners handle sentences of increasing complexity in structure and content.

We welcome you to this presentation. One day it may become a video presentation, but for now it is a print one. As mentioned above, the slides are available for download at http://bit.ly/2-The-Sentence. We highly recommend that you download the slides, since the slides serve as a mini-textbook on the topic. When downloading, please be patient. It's a large file, at least in PDF terms (15MBs).

I must acknowledge something before I finish, though. This presentation does not address Halliday's functional grammar. Whilst we have become very familiar of this work since drafting the original presentation, we refrained from incorporating functional grammar into the updated version. We'll leave any exposition of Halliday's work to another day.

Please explore and enjoy! We hope we have done the topic justice. If you have any questions, comments or suggestions, please do not hesitate to send us a message.

 

Reference
Fish, S. (2011). How to write a sentence: and how to read one. New York: HarperCollins Publishers.

Resources for Planning and Monitoring for Effective Literacy Teaching and Learning

After the previous update, you'd be correct to believe that the last video presentation was the final in a series. Even I was convinced of this. Alas, there is one more ... I swear ... or believe.

Today, we share "Resources for Planning and Monitoring for Effective Literacy Teaching and Learning" which is available below as well as on YouTube at https://youtu.be/R71j5_kegzk

The video is a presentation that summarises a range of resources that can help teachers better plan and monitor for effective literacy teaching and learning. In many ways, it's simply an extension of the previous presentations (listed below).

The presentation slides can be downloaded at http://bit.ly/2-Planning-Monitoring-Resources. We highly recommend that you download the slides, since they contain many resources mentioned in the video. Please be patient during download. It's a large file, at least in PDF terms (20MB).

To recap, the following are links to the other presentations in the series:

An Overview of Literacy Development
Video: https://youtu.be/yMGU7UIJ4RU
Slideshttp://bit.ly/2-Literacy-Overview

Planning and Monitoring for Effective Instruction
Video: https://youtu.be/cZrtB8dTZEg
Slideshttp://bit.ly/2-Planning-Monitoring

Teaching According to the Stages of Development
Video: https://youtu.be/D7vUhqVXLWg
Slideshttp://bit.ly/2-Teaching-Routines-Stages

Last but not least, below is the podcast episode in which we talk about the latest presentation.

Please explore and enjoy! And send us a message if you have any questions, comments or suggestions.

Teaching According to the Stages of Literacy Development

Today, we have added yet another new presentation to The Literacy Bug's YouTube channel. The presentation is entitled Teaching According to the Stages of Literacy Developmentand it can be found below or at the following link: https://youtu.be/D7vUhqVXLWg.

Like its predecessors,  Teaching According to the Stages of Literacy Development clocks in at just about one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available, so download them here.

This presentation explores the changing nature of literacy across the various stages of literacy development. In so doing, we discuss how instruction must change as learners consolidate core skills and prepare for new skills and expectations. Teaching routines for the various stages of literacy development are also discussed. Please explore and enjoy!. 

To be exact, the presentation sets out to meet the following objectives:

  • to emphasise the developmental nature of literacy;

  • to emphasise how literacy instruction and learning changes across the lifespan, particularly as certain skills are consolidated and new skills and expectations arise;

  • to outline literacy as both a cognitive and social achievement that involves both the mastery of skills and the exploration of content; and

  • to outline the various texts and routines that are applicable to Chall’s Stages of Literacy Development.

(If you are new to The Literacy Bug, feel free to visit our popular page on the Stages of Literacy Development.)

Let us know what you think. It's another longer presentation. We hope to produce some shorter ones in the future.

Below is the audio from the presentation. Whilst it includes references to the visuals, the audio may well make sense on its own. If you would prefer to listen, feel free to play online or download for offline use. Also, it might help to download the slides, and you can follow along as you listen.

We hope the presentation is useful and thought-provoking. Please explore and enjoy!

How to plan and monitor effective teaching and learning - a video presentation

Today, we have added a new presentation to The Literacy Bug's YouTube channel. The presentation is entitled How to plan and monitor effective teaching and learning, and it can be found at the following link: https://youtu.be/cZrtB8dTZEg.

Like its predecessor,  How to plan and monitor effective teaching and learning clocks in at just about one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available for download here.

Please note that the presentation does NOT explore what to teach or how to teach in detail. Instead, the presentation provides advice on general planning, monitoring and reflection principles. To be exact, the presentation sets out to meet the following objectives:

  • to encourage informed, intentional, evidence-based teaching, which takes into consideration the learners’ currents skills, knowledge and intentions;

  • to emphasise the importance of gradual, progressive, sequenced practice that allows learners to become proficient, confident and knowledgable;

  • to reinforce how instruction may need to include both “intensive” and “extensive” activities; and

  • to reinforce why it is important to reflect regularly on teaching and learning activities.

Let us know what you think. It's another longer presentation. We hope to produce some shorter ones in the future.

Below is the audio from the presentation. Whilst it includes references to the visuals, the audio may well make sense on its own. If you would prefer to listen, feel free to play online or download for offline use.

We hope the presentation is useful and thought-provoking. Please explore and enjoy!

An Overview of Literacy Development Now on YouTube

Today, a new string is added to the bow of The Literacy Bug ... we are now on YouTube. We've added our first video presentation to the public domain, which you can find below and at the following link: https://youtu.be/yMGU7UIJ4RU.

The presentation is entitled An Overview of Literacy Development, and it clocks in at one hour long. So grab your popcorn, sit back, watch/listen and enjoy. The presentation slides are available for download here.

In the presentation, there is discussion of the many components of literacy development, the stages of literacy development, and the dual-demands of "code-based" and "meaning-based" practices. To be exact, the presentation sets out to meet the following objectives:

  • To explore the components of literacy development (e.g. oral language development, phonemic awareness, etc);
  • To explore the stages of literacy development (i.e. the gradual, cumulative nature of literacy development);
  • To understand the difference between code-based skills and meaning-based skills;
  • To understand the four levels of processing texts / reading text; and
  • To appreciate how learners are active participants as the makers of meaning, the constructors of knowledge and members of communities.

Let us know what you think. It's an experiment, and we plan for more presentations in the future.

Below is the audio from the presentation. Whilst it includes references to the visuals, the audio may well make sense on its own. If you would prefer to listen, feel free to play online or download for offline use.

Welcome to this new step in the journey. We hope the presentation is useful and thought-provoking. Please explore and enjoy!