A structured literacy session is divided into 3 parts
Teaching the new letter sounds. Students also revisit previously taught letter sounds to reinforce them and help them to memorise these sounds.
Secondly, students work in small groups read with the teacher. During this time they blend sounds and segment new words.
Students practise forming correct letter formations with the words from their new book on whiteboards. Students also take the book home to read with their families.
Finally, the teacher completes a dictation activity with the students at the end of the week to consolidate their learning.
Using the same language for teaching in every lesson supports the cognitive load allowing students to access the learning in an easier way, rather than having to think what different words mean from day to day.
As a teacher I have observed many benefits from using this programme. Here are a few.
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Students now apply their letter sounds skills or spelling rules to regularly read a variety of texts.
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They are continuously expanding their vocabulary through reading.
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Students now confidently participate in buddy and group reading.
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Students are starting to apply comprehension strategies like questioning, and making connections with their own lives and the books they are reading.
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Using their phonetic knowledge students are gaining independence in writing.
The ultimate goals after completing our structured literacy programme is to help them to read and write independently.
Now, I can sound out the words and break the words into individual sounds and try to write down the words myself.
Now, I know there are finger spaces between words and I can use finger spaces between words when I do my writing.
I take risks and try to write down the words in my writing with my letter sound knowledge without asking for help
Before, I tried to guess the words when I didn't know how to read them. Now I can use my fingers for each letter sound and blend the words when I dont know the words.
I can read with expression.
I enjoy reading and I love using new words in my writing that I learnt from my reading books.
I can look at the pictures and identify the main ideas of the books on my own. Now, I can read the words because I know the letter sounds and I do not need help from the teacher.
My picture plan matches the sentences I write. Now I can add more ideas to my writing.
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