1. Enrichment Programme Structure What really happens in Te Whare Poipoi?

2. What do we do? Kerry and Tracey withdraw small groups of children over the course of the school day. These children are grouped according to their SPELLING ability rather than their reading level. We have chosen this method of grouping and focus, as research shows that children who have learning differences or are slower to learn than others, read quicker and easier when they are confident spellers and writers and more importantly, can hear the phonemes in words.

3. Our programme aims to develop the skills involved in literacy not just knowledge. It is based on consolidation and practice. The programme covers; Phonological Awareness Phonological Awareness Visual discrimination Visual discrimination Sequencing Sequencing Visual Auditory Memory Visual Auditory Memory Working Memory Working Memory Words in context Words in context Reading Fluency Reading Fluency Speed Reading Speed Reading High frequency Words High frequency Words Decoding Skills Decoding Skills Proof Reading Proof Reading Dictation Dictation Days of the Week/ Months of the Year these are important and worth learning as sight vocabulary. Days of the Week/ Months of the Year these are important and worth learning as sight vocabulary.

4. How do we do this? The children work on the Westmere School spelling lists (lists 1/ 2) at the level represented by the test they had at the start of the year. The children work on the Westmere School spelling lists (lists 1/ 2) at the level represented by the test they had at the start of the year. The children we work with are working on phonemic awareness and practice daily, the initial, middle and end phonemes in 3 letter words, segmenting and blending these phonemes, and listening/ identifying rhyming patterns and word families and clapping syllables. The children we work with are working on phonemic awareness and practice daily, the initial, middle and end phonemes in 3 letter words, segmenting and blending these phonemes, and listening/ identifying rhyming patterns and word families and clapping syllables. Some children are analysing and synthesizing the sounds they hear and have practice “robot”ing the words within their groups. Other groups are moving on to 4 and 5 letter words with blends. Some children are analysing and synthesizing the sounds they hear and have practice “robot”ing the words within their groups. Other groups are moving on to 4 and 5 letter words with blends.

5. The children use individual letters to form their focus words in a variety of ways and work though a carefully designed booklet that relates to their particular focus words. These booklet activities also include speed reading, rhyming stairs, word building and visual discrimination activities. The children use individual letters to form their focus words in a variety of ways and work though a carefully designed booklet that relates to their particular focus words. These booklet activities also include speed reading, rhyming stairs, word building and visual discrimination activities. Some children will work through these “First steps” booklets. Others will work on booklets relating to the Westmere School spelling lists.

6. Phonological 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 children. The teacher says the sounds and then the word clearly for the children. Children listen for a targeted sound and see if they can hear it. The child says the sound becoming aware of how the mouth moves when saying 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 moves when saying it.  Phonemic Awareness- segmenting the sounds in order to make the words

7. Sound boxes These are effective in developing phonological awareness and the link between sound and phonic pattern (spelling). This builds a genuine awareness of word structure and phonic patterns and develops phonological awareness. The children always write all the letters in the word into the sound boxes. This develops the ability to hear the individual sounds in a word and builds children’s awareness of the letter or letters which make particular sounds. Connecting sounds and letter patterns enables children to use that knowledge both for decoding (reading) and encoding (spelling).

8. Word Building Builds an awareness of rhyme and spelling patterns and develops analogical transfer. This is a quick way of adding to the word families known by the children and helps to develop confidence and fluency when reading and writing The alphabet and common blends are written across the top of the worksheet. Children cross out the vowels before starting. They build as many one syllable words as possible in that word family using the consonants in the alphabet and suggested blends

9. Visual discrimination Visual images presented are concentrated on. Visual images presented are concentrated on. Practice looking at the shapes of words. Practice looking at the shapes of words. Eye tracking exercises Eye tracking exercises Activities where the children have to match the word on the left with the correct version on the right. This can include confusions such as b/d m/w and words where letters are missed. Activities where the children have to match the word on the left with the correct version on the right. This can include confusions such as b/d m/w and words where letters are missed.

10. Speed Reading This develops rapid whole word recognition. Reading the words fluently and quickly is emphasised. Speed reading is practiced regularly. This develops rapid whole word recognition. Reading the words fluently and quickly is emphasised. Speed reading is practiced regularly. The teacher and children read through the words together, always left to right until the child can independently read the words. Words they have difficulty with, are focussed on. Words are pointed to 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 words as quickly as possible (timed).Previous learned words are included in speed reading for consolidation and practice. The teacher and children read through the words together, always left to right until the child can independently read the words. Words they have difficulty with, are focussed on. Words are pointed to 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 words as quickly as possible (timed).Previous learned words are included in speed reading for consolidation and practice.

11. Rhyming & Syllabification Children identify words that rhyme/ do not rhyme in a given set. (insert shows; rhyming cards for the children to put into word family groups ) Children identify words that rhyme/ do not rhyme in a given set. (insert shows; rhyming cards for the children to put into word family groups ) Clapping the number of words in a sentence. Clapping the number of words in a sentence. Clapping the number of syllables in a word. (insert shows; picture cards with a different number of syllables for the children to sort into groups) Clapping the number of syllables in a word. (insert shows; picture cards with a different number of syllables for the children to sort into groups)

12. Reading, Proof reading& Dictation Reading- Reading passages helps children practice the focus words. Children read them independently, silently or aloud (develops reading fluency). Children identify and underline all words with a particular sound/letter (visual discrimination/phonological awareness) or focus words. Reading- Reading passages helps children practice the focus words. Children read them independently, silently or aloud (develops reading fluency). Children identify and underline all words with a particular sound/letter (visual discrimination/phonological awareness) or focus words. Proof reading-This is related to the content of the reading passage. Children are taught to check punctuation, content, (sense) and spelling. The proof reading sentence/passage is then written out correctly. Proof reading-This is related to the content of the reading passage. Children are taught to check punctuation, content, (sense) and spelling. The proof reading sentence/passage is then written out correctly. Dictation-Checks whether the children can use the words in context and develops working memory. The focus words are dictated, said, and written. The sentence is dictated slowly/clearly, the children repeat correctly. They then write the sentence saying each word, then proof read the sentence. Children need to develop rapid whole word recognition or they will never be fluent readers. Dictation-Checks whether the children can use the words in context and develops working memory. The focus words are dictated, said, and written. The sentence is dictated slowly/clearly, the children repeat correctly. They then write the sentence saying each word, then proof read the sentence. Children need to develop rapid whole word recognition or they will never be fluent readers.

13. Children learn what they live If a child lives with, they learn to condemn. If a child lives with criticism, they learn to condemn. If a child lives with hostility, they learn to fight. If a child lives with hostility, they learn to fight. If a child lives with ridicule, they learn to be shy. If a child lives with ridicule, they learn to be shy. If a child lives with shame, they learn to feel guilty. If a child lives with shame, they learn to feel guilty. If a child lives with tolerance, they learn to be patient. If a child lives with tolerance, they learn to be patient. If a child lives with encouragement, they learn confidence. If a child lives with encouragement, they learn confidence. If a child lives with praise, they learn to appreciate. If a child lives with praise, they learn to appreciate. If a child lives with fairness, they learn justice. If a child lives with fairness, they learn justice. If a child lives with security, they learn to have faith. If a child lives with security, they learn to have faith. If a child lives with approval, they learn to like themselves. If a child lives with approval, they learn to like themselves. If a child lives with acceptance and friendship, they learn to find love in the world. If a child lives with acceptance and friendship, they learn to find love in the world. Adapted from; Dorothy Law Nolte Adapted from; Dorothy Law Nolte

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