Enrichment Enrichment Programme StructureProgramme Structure

What really happens in What really happens in Te Whare Te Whare

Poipoi?Poipoi?

What do we do?What do we do?

Kerry and Tracey withdraw small groups of children Kerry and Tracey withdraw small groups of children over the course of the school day. These children over the course of the school day. These children are grouped according to their are grouped according to their SPELLING SPELLING ability ability rather than their reading level. rather than their reading level.

We have chosen this method of grouping and focus, We have chosen this method of grouping and focus, as research shows that children who have learning as research shows that children who have learning differences or are slower to learn than others, read differences or are slower to learn than others, read quicker and easier when they are confident spellers quicker and easier when they are confident spellers and writers and more importantly, can hear the and writers and more importantly, can hear the phonemes in words. phonemes in words.

Our programme aims to develop the skills involved in Our programme aims to develop the skills involved in literacy not just knowledge. It is based on literacy not just knowledge. It is based on

consolidation and practice.consolidation and practice. The programme covers; The programme covers;

Phonological AwarenessPhonological Awareness Visual discriminationVisual discrimination SequencingSequencing Visual Auditory MemoryVisual Auditory Memory Working MemoryWorking Memory Words in contextWords in context Reading FluencyReading Fluency Speed ReadingSpeed Reading High frequency WordsHigh frequency Words Decoding SkillsDecoding Skills Proof ReadingProof Reading Dictation Dictation Days of the Week/ Months of the Year these are important and Days of the Week/ Months of the Year these are important and

worth learning as sight vocabulary.worth learning as sight vocabulary.

HowHow do we do this? do we do this?

The children work on the Westmere School The children work on the Westmere School spelling lists (lists 1/ 2) at the level represented spelling lists (lists 1/ 2) at the level represented by the test they had at the start of the year.by the test they had at the start of the year.

The children we work with are working on The children we work with are working on phonemic awareness and practice daily, the phonemic awareness and practice daily, the initial, middle and end phonemes in 3 letter initial, middle and end phonemes in 3 letter words, segmenting and blending these words, segmenting and blending these phonemes, and listening/ identifying rhyming phonemes, and listening/ identifying rhyming patterns and word families and clapping syllables.patterns and word families and clapping syllables.

Some children are analysing and synthesizing the Some children are analysing and synthesizing the sounds they hear and have practice “robot”ing sounds they hear and have practice “robot”ing the words within their groups. Other groups are the words within their groups. Other groups are moving on to 4 and 5 letter words with blends.moving on to 4 and 5 letter words with blends.

The children use individual letters to form The children use individual letters to form their focus words in a variety of ways and their focus words in a variety of ways and work though a carefully designed booklet work though a carefully designed booklet that relates to their particular focus words. that relates to their particular focus words. These booklet activities also include speed These booklet activities also include speed reading, rhyming stairs, word building and reading, rhyming stairs, word building and visual discrimination activitiesvisual discrimination activities..

Some children will work through these “First steps” booklets. Others will work on booklets relating to the Westmere School spelling lists.

Phonological AwarenessPhonological Awareness

The children identify same/different sounds in words.The children identify same/different sounds in words. The teacher says the sounds and then the word clearly for the The teacher says the sounds and then the word clearly for the

children.children. Children listen for a targeted sound and see if they can hear it. Children listen for a targeted sound and see if they can hear it.

The child says the sound becoming aware of how the mouth The child says the sound becoming aware of how the mouth moves when saying it.moves when saying it.

Phonemic Awareness- segmenting the Phonemic Awareness- segmenting the sounds in order to make the wordssounds in order to make the words

Sound boxesSound boxes These are effective in developing These are effective in developing

phonological awareness and the phonological awareness and the link between sound and phonic link between sound and phonic pattern (spelling). pattern (spelling).

This builds a genuine awareness This builds a genuine awareness of word structure and phonic of word structure and phonic patterns and develops patterns and develops phonological awareness.phonological awareness.

The children always write all the The children always write all the letters in the word into the sound letters in the word into the sound boxes. This develops the ability to boxes. This develops the ability to hear the individual sounds in a hear the individual sounds in a word and builds children’s word and builds children’s awareness of the letter or letters awareness of the letter or letters which make particular sounds.which make particular sounds.

Connecting sounds and letter Connecting sounds and letter patterns enables children to use patterns enables children to use that knowledge both for decoding that knowledge both for decoding (reading) and encoding (spelling).(reading) and encoding (spelling).

Word BuildingWord Building Builds an awareness of Builds an awareness of

rhyme and spelling rhyme and spelling patterns and develops patterns and develops analogical transfer. This analogical transfer. This is a quick way of adding is a quick way of adding to the word families to the word families known by the children known by the children and helps to develop and helps to develop confidence and fluency confidence and fluency when reading and when reading and writingwriting

The alphabet and The alphabet and common blends are common blends are written across the top of written across the top of the worksheet. Children the worksheet. Children cross out the vowels cross out the vowels before starting. They before starting. They build as many one build as many one syllable words as syllable words as possible in that word possible in that word family using the family using the consonants in the consonants in the alphabetalphabet and suggested and suggested blends blends

Visual discriminationVisual discrimination

Visual images presented Visual images presented are concentrated on. are concentrated on.

Practice looking at the Practice looking at the shapes of words. shapes of words.

Eye tracking exercisesEye tracking exercises Activities where the Activities where the

children have to match children have to match the word on the left with the word on the left with the correct version on the correct version on the right. This can the right. This can include confusions such include confusions such as b/d m/w and words as b/d m/w and words where letters are where letters are missedmissed..

Speed ReadingSpeed Reading

This develops rapid whole word recognition. Reading the words This develops rapid whole word recognition. Reading the words fluently and quickly is emphasised. Speed reading is practiced fluently and quickly is emphasised. Speed reading is practiced regularly.regularly.

The teacher and children read through the words together, always The teacher and children read through the words together, always left to right until the child can independently read the words. Words left to right until the child can independently read the words. Words they have difficulty with, are focussed on. Words are pointed to they have difficulty with, are focussed on. Words are pointed to randomly and the child reads them. A word is said randomly and randomly and the child reads them. A word is said randomly and the child points to that word as quickly as possible. Children read the child points to that word as quickly as possible. Children read the words as quickly as possible (timed) .Previous learned words the words as quickly as possible (timed) .Previous learned words are included in speed reading for consolidation andare included in speed reading for consolidation and practice.practice.

Rhyming & Syllabification Rhyming & Syllabification Children identify words Children identify words

that rhyme/ do not that rhyme/ do not rhyme in a given set.rhyme in a given set. (insert shows; rhyming cards (insert shows; rhyming cards for the children to put into for the children to put into word family groupsword family groups))

Clapping the number Clapping the number of words in a sentence.of words in a sentence.

Clapping the number Clapping the number of syllables in a word.of syllables in a word. (insert shows; picture cards (insert shows; picture cards with a different number of with a different number of syllables for the children to syllables for the children to sort into groups)sort into groups)

Reading, Proof reading&Reading, Proof reading&DictationDictation

ReadingReading-- Reading passages helps children practice the Reading passages helps children practice the focus words. Children read them independently, silently or focus words. Children read them independently, silently or aloud (develops reading fluency). Children identify and aloud (develops reading fluency). Children identify and underline all words with a particular sound/letter (visual underline all words with a particular sound/letter (visual discrimination/phonological awareness) or focus words.discrimination/phonological awareness) or focus words.

Proof reading-Proof reading-This is related to the content of the reading This is related to the content of the reading passage. Children are taught to check punctuation, content, passage. Children are taught to check punctuation, content, (sense) and spelling. The proof reading sentence/passage is (sense) and spelling. The proof reading sentence/passage is then written out correctly.then written out correctly.

DictationDictation-Checks whether the children can use the words -Checks whether the children can use the words in context and develops working memory. The focus words in context and develops working memory. The focus words are dictated, said, and written. The sentence is dictated are dictated, said, and written. The sentence is dictated slowly/clearly, the children repeat correctly. They then write slowly/clearly, the children repeat correctly. They then write the sentence saying each word, then proof read the the sentence saying each word, then proof read the sentence. Children need to develop rapid whole word sentence. Children need to develop rapid whole word recognition or they will never be fluent readers.recognition or they will never be fluent readers.

Children learn what they Children learn what they livelive

If a child lives with If a child lives with criticism, they learn to condemn., they learn to condemn. If a child lives with If a child lives with hostilityhostility, they learn to fight., they learn to fight. If a child lives with If a child lives with ridiculeridicule, they learn to be shy., they learn to be shy. If a child lives with If a child lives with shameshame, they learn to feel guilty., they learn to feel guilty. If a child lives with If a child lives with tolerancetolerance, they learn to be patient., they learn to be patient. If a child lives with If a child lives with encouragementencouragement, they learn confidence., they learn confidence. If a child lives with If a child lives with praisepraise, they learn to appreciate., they learn to appreciate. If a child lives with If a child lives with fairnessfairness, they learn justice., they learn justice. If a child lives with If a child lives with securitysecurity, they learn to have faith., they learn to have faith. If a child lives with If a child lives with approval,approval, they learn to like themselves. they learn to like themselves. If a child lives with If a child lives with acceptance and friendshipacceptance and friendship, they learn , they learn

to find love in the world.to find love in the world.

Adapted from; Dorothy Law NolteAdapted from; Dorothy Law Nolte

““Every child requires Every child requires someone in his or her life someone in his or her life who is absolutely crazy who is absolutely crazy about them.”about them.”

Urie BronfenbrennerUrie Bronfenbrenner