The 1 in 4 children who can't read and spell at even minimum expected levels in the UK : the NeuroSolution.
This intensive routine helps to fill the gaps for children taught using a commercial synthetic phonics program - the focus is on developing phonemic awareness and orthographic knowledge within activities that also facilitate vocab knowledge and comprehension in ways every student understands.
Start each session with the Monster Routine to explore one word. Example - sugar
This will expose children to the 'whole code' and develop strategies to 'track back'.
The brain starts to apply strategies that skilled readers do via implicit learning. Use words with at least one unfamiliar correspondence (a grapheme to phoneme correspondence GPC) not taught within the synthetic phonic programme used with the learner.
They then do the LinguaLit Routine - Code Map the text in advance if a group, or with the student if 1:1 and on the spot.
I do this with children with no planning - so I can do it anywhere, any time.
At home - between sessions
They can learn the 'Concept Character - Speech Sound Pictograph - 'sounds' really quickly using the 2 Minute Monster Video in the ICRWY lessons app.
You will need the SSP Spelling Piano app for Monster Screen.
The app is great if they do need reinforcement for the basic Code Levels (the graphemes to phoneme correspondences tested in the UK Phonics Screener check)
Also make sure they have worked through all 400 of these high frequency words in this way
- the see the mapping and hear the speech sounds. When they pause to write the words, while saying the sounds, it secures in the brain word bank for easier retrieval.
ICRWY Lessons app - go to Core HFWs - words are Code Mapped® and Monster Mapped®.
Use the Code Mapping Tool to check the phoneme to grapheme mapping
to see if you find any correspondences you hadn't previously been aware of!
Then check the Spelling Clouds.
Do this 4 times as week until the child is reading and writing at grade level.
It's far easier if you teach them to read and spell before grade 2, but if this hasn't happened (eg if synthetic phonics is used) someone needs to step in and teach them. It gets harder the older they get - motivation decreases.
The problem is that most teachers and tutors don't have the orthographic knowledge to run these sessions.
It's a problem, globally!
Use LinguaLit with texts from all subject areas eg Science.
Luca may be learning this in year 7.
He also needs to learn to read it himself.
Together, you might find errors in the mapping to help me improve it!
Can you find them?
Add in random activities to develop orthographic knowledge and evoke discussions.
Give the children a starting word and they can only change one grapheme at a time.
When doing this in the speedy six spelling activities we say that the changed grapheme can’t change the sound value of the other graphemes. They have 90 seconds to keep changing and then swap and check with a partner. So they’re used to this type of activity. But I didn’t restrict them here - it didn’t matter if the sound value for others changed (spot that word)
This morning I created a ready-made list (they usually create them with starting word) and the kids had to tell me which grapheme had been changed and whether it affected the other correspondences.
There is one froggy error. It lead to discussions about homophones.
It’s a fun way to check vocabulary and orthographic knowledge.
I then asked them to carry on for 30 seconds, adding to the list!
How many would you have come up with?
Code Map the list - it's easier to see the error
Froggy Error: when changing the /ai/ i to /ei/ the n would also have to change to gn so two graphemes have changed even though still pronounced the same.
Pint to pinch wouldn’t be ok in speedy six as the t to ch changes the sound value of /i/ but when I did it here I said there wasn’t that restriction - just change the grapheme to another (and it had to still be a word.)
It was just rained to reigned - and good for discussion