CAPPA PD with Liz Hansen RTLiT

Although I had attended Liz's workshops it was good for my PD to keep this at the forefront. Liz made reference to Cafe which we implement in our reading programe. Including how students identify their goal strategies.

Reading strategies book, writing strategies book, literacy teachers playbook.

From assessment to instruction and action plan. Really beneficial for struggling readers, our identified students.

Good for muy struggling readers.

3 core assessments to speed up process.

Balanced approach generally two main approaches one is whole language and phonics. While language starting at the book m meaning and coming down to sound level. Phonics would be starting at sound and going up. An example is big book read together then talk about meaning. Next day languages next day phonics. While phonics up. start with phonics lesson eg ch then go to words with/flash cards with ch then to getting shared books rich in ch

The balanced approach is neither starting with phonics our whole language approach but basing it rather on the assessment.

Honeycomb of effective practise. Reflect on aspects inn the honeycomb when students are still struggling or not moving. Include teacher aids in the honeycomb. Easy to understand and something for them to reflect on.

Reading is comprehension x decoding simple view of reading

Liz's expanded simple view. Kids couldn't use a strategy without knowledge. Reading recovery strategies are based on processes. Processing Strategies are often at sentence level, decoding strategies at word level. Explicitly teach strategies some pick up implicitly

Some strategies have more than one step

1st sound chunk
1st look left to right, find the first vowel, cover the first vowel and all the letters behind it.

Strategies and knowledge go together.

Collecting data
Sast is standardised, running record, BURT word test.
Tools
Sast can be changed to put into order of difficulty.

Get the kids that are struggling to look at pictures first.
Some will sound out in head, look at mouths.

Analyze data
Memory readers when reading is high and spelling low.

Spelling high reading low
Can't make connections, esol, strategies to fix up monitor. Engagement problems reluctant readers.

Looked at data that people had brought it included SAST, Burt word, RR. Discussed what they were doing and their next steps. If we knew Burt word test would only come up with one correct. we could use high frequency/ fast words.

Sast spelling can really identify what they know e.g. Short vowel sounds and what strategies they are using.

When child is writing thing's backwards check for letter sounds.