Developing Orthographic Knowledge (DOK)
ICRWY SEN Tutors do these activities during every session.
They can use the 'What's New for You' video as an intro ...
They take around 15 minutes and facilitate deeper orthographic knowledge in addition to overcoming phonemic awareness deficits - bridging the gap between being able to pass the PSC and reading with fluency and comprehension, and spelling with confidence.
Children who are not reading independently by the middle of year 1urgently need this.
Use the HOW TO videos below, or request in-house training (UK only at this time)
Visit the Developing Orthographic Knowledge (DOK) Shop Section Here
Download the FREE resource to teach the spelling routine
Start with this when the learners are working at the Green, Purple and Yellow Code Levels.
When at the end of the Yellow Code Level start doing this.
The idea is to explore new correspondences (outside of code level) within meaningful context. They then read the books without any 'mapping' clues to develop fluency.
By doing this learners move much more quickly into the implicit learning phase as compared to those just learning basic phonics (the 4 Code Levels) and phonics readers.
Follow the Speech Sound Monster Sounds
- always think 'what's new?'
Check which phoneme (Speech Sound) to grapheme (Sound Pic) correspondences are
NEW to YOU!
By doing this you will store those new spelling patterns for recognition and retrieval later on!
Access these in the ICRWY Lessons app
Hover over image to magnify!
'How to' DOK videos
We cannot explicitly 'teach' all phoneme to grapheme correspondences, and what would this mean anyway? Just because a child knows that s sh ti ch etc could be graphemes for the sound we use when telling people to be quiet (see how difficult it is to explain a speech sound if not using phonetic symbols?) then how do they know WHICH to use for different words when writing?
Exploring correspondences only really teaches children about those correspondences, in those words. The idea is to show their brains what reading and spelling IS - so they take over. This is not the message conveyed by synthetic phonics program developers
A child using the ICRWY / SSP (AU) approach, if presented with a nonsense word eg 'sut' in the PSC, would give the response he knows the teacher wants, but would WANT to give all other possible options. Not be limited. They WANT to explore patterns using the Spelling Clouds and existing orthographic knowledge. They are curious and engaged, with a scientific mindset.
If /s/ maps with this speech sound monster in the word 'sugar' why could nonsense word 'sut' not be pronounced like 'shut'? It's a nonsense/ fake word, and that is a legitimate (plausible) pattern. Children in the 'self-teaching' phase - implicit learning - would see 'sut' as a challenge : which correspondences are there?
By taking the approach used across the UK (synthetic phonics) this learning process and attitude towards exploration is stunted - mainly because of the front of the class, whole-class teaching approach these programs (and the DfE) seems to prescribe. They aren't very 'scientific'
These are pseudo-words. They aren't real. I would use these to ascertain orthographic knowledge.
If teachers are checking orthographic knowledge they need to know those plausible alternatives too.
There are 108.
Unfortunately many children to not reach the 'orthographic mapping' phase (reading without conscious effort) as orthographic learning (transition from understanding basic phonics, and can 'read' decodable texts etc into being a skilled reader who can tackle authentic texts with unfamiliar GPC) is not being facilitated - because of how taught phonics.
Ask your child's teacher how their phonics programme 'teaches' children to 'read' the word 'elephant' (as an example word) Their response will tell you how much they actually know about how children learn to become fluent / independent readers.
Add in the Monster Routine and 'Follow the Monster Sounds' and ALL children will transition - as the focus is on guided orthographic learning.
Having orthographic knowledge is vital, if all children are to read.
Doing this EARLY will increase motivation and independence, and if you use the orthographically mapped 1,2,3 and Away! series this also leads to cognitive patience and 'deep reading'.