Follow-up .gov.au
programming and strategies handbook
Assisting Year 3 and
Year 5 students who need additional support in literacy
Follow-up to Basic Skills Test
Programming and strategies handbook
? NSW Department of Education and Training Student Services and Equity Programs: Disabilities and Learning Difficulties Unit RESTRICTED WAIVER OF COPYRIGHT The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of the material contained in the publication for use within a school, subject to the conditions below. 1. All copies of the printed material shall be made without alteration or
abridgement and must retain acknowledgement of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies
of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in
the case of breach of any of these conditions. Every effort has been made to trace the original source of material used in this book. Where the attempt has been unsuccessful, the Department of Education and Training would be pleased to hear from the copyright holders in order to rectify any errors or omissions. SCIS order number: 993427 ISBN: 07313 59429
This is a product of the NSW Department of Education and Training focusing on literacy improvement strategies for the lowest achieving primary students. State Literacy Plan
Contents
Programming and strategies handbook
Purpose of this handbook
4
Section 1
Students with high support needs in literacy
5
Section 2
Skills and understandings assessed by the BST:
strategies to teach them
10
Program planning
12
Section 3
Programming in the teaching and learning cycle
14
Helping students who have difficulty just
reading the words on the page
20
Catering for diverse needs in your classroom
23
Section 4 Strategies for students with high support needs in literacy
(a) Reading strategies
Analysing reading: Record of reading
28
Developing accuracy using Pause, Prompt, Praise
36
Modelled reading
38
Guided reading
40
Independent reading
44
Developing fluency
48
Paired reading strategies: Neurological Impress Method (NIM)
53
Paired reading strategies: Silent guided reading
55
Taped reading
56
Developing sight vocabulary: Match-to-sample
58
Developing sight vocabulary: Games for word recognition
59
Developing sight vocabulary: More word recognition
61
1
Follow-up to BST
Programming and strategies handbook
Monitoring sight words
63
Survival words and phrases: Automatic recognition with meaning
65
Phonological processing strategies: Phonemic awareness
69
Manipulating letters: Using letter tiles to demonstrate the way
in which sounds can be exchanged to make a word
72
Phonological processing: Knowledge of letter sound relationships
73
Activities to support the teaching of letter-sound correspondences
76
Sound picture cue cards
81
Teaching the letter sound correspondences in context
using picture cue cards
84
Using proformas to develop activity sheets
85
(b) Spelling strategies
Teaching spelling: A systematic approach
89
Spelling : Irregular words (using visual knowledge)
91
Spelling: Homonyms
96
Spelling: Activities supporting phonological knowledge
98
Letter tiles: Supporting phonological and graphological knowledge 100
Spelling: Using morphemic knowledge
112
Spelling: Using etymology
115
Reference list of spelling generalisations
117
Spelling: Reference ? Scope and sequence of phonological
and graphological skills (K-6 English Syllabus)
118
(c) Vocabulary strategies
Teaching vocabulary: Some principles
119
Word meaning checklist
120
Must, should, could
122
Concept of definition
123
Vocabulary practice: Using barrier games
125
Matching
126
Vocabulary categorisation
128
Vocabulary clines
129
(d) General reading strategies
Choosing appropriate text: Student accuracy
130
Think-aloud reading
132
Cooperative learning
133
State Literacy Plan
2
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