Jocelyn Seamer's Key Ideas from Reading Success in the Early Primary Years
by Jocelyn Seamer
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Reading fluency is not an activity or skill in and of itself. We don’t ‘do’ fluency. Fluency is the product of strong development across a number of domains including decoding/word recognition, phonemic awareness, vocab?ulary acquisition, and background knowledge.
JOCELYN SEAMER
4
45 reads
The Literacy Block
There may be six areas of literacy instruction (the Big Six) and
eight strands of Scarborough’s Reading Rope, but that does not mean that
our literacy block follows these frameworks with discrete, stand-alone sec?tions. The key to developing a strong literacy block lies in the following:
• Understanding the components of literacy we need to teach
• Knowing how much of what is required at different ages
• Knowing what kind of instruction and activities will develop key skills and knowledge
• Having knowledge of how the different aspects of literacy instruction interact with and impact each other
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32 reads
Timings Of The Literacy Block
A typical 120 minutes structured literacy block:
• Daily review of previously learned content (15 minutes)
• Explicit phonics and phonemic awareness instruction (20–30 minutes)
• Decoding and reading (20 minutes)
• Sentence level transcription instruction (15 minutes)
• Shared writing (an opportunity to promote partner talk idea generation
and participation in the practice of segmenting while reviewing key,
previously learned skills and knowledge) (15 minutes)
• Language and literature-based lessons such as text-based unit including
syntax, concepts from the top of the rope such as character de
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27 reads
We should be reading rich texts to students from day one right across the curriculum and making these texts available when they are able to tackle them for themselves, even if that requires scaffolding. After all, engagement with texts is a won?derful way to develop oral comprehension in preparation for the day when students will be reading these rich texts by themselves.
JOCELYN SEAMER
4
24 reads
IDEAS CURATED BY
CURATOR'S NOTE
Reading fluency is not an activity or skill in and of itself. We don’t ‘do’ Fluency. Fluency is the product of strong development across a number of domains including decoding/word recognition, phonemic awareness, vocabulary acquisition, and background knowledge.
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