Phonological awareness development
Moving towards fluency
From here, there needs to be a focus on both Phonemic Awareness (sounds of the word) and Phonics (relationship between letters/graphemes and sounds/phonemes) so that readers have the Orthographic Mapping required to be fluent readers. This frees up their working memory to take in the content of what they are reading. This is where they can go from learning to read to reading to learn.
From Bentleigh West PS as shared by Principal, Steven Capp in a Think Forward Educators Webinar.
Rich texts are still being used throughout this learning process as it helps them continue to build their vocabulary and background knowledge. Through modelling and guiding, the teacher should be demonstrating the things that the reader should be thinking about as they read. Once readers are fluent (>120 words per minute from an age appropriate text), they can begin reading independently.
In Australia, ACARA have provided the National Literacy Learning Progression as a guide for teachers to understand whether students are working above, at or below year level expectations. PLD have put together this Synthetic Phonics and High Frequency Word Teaching Sequence. Christopher Such has put together a combined spelling and vocabulary timetable for KS2. In The Art & Science of Teaching Primary Reading he also provides a number of examples of timetables, Latin and Greek root words and a list of tier two words.
The Core Knowledge Sequence from the Core Knowledge Foundation provides “content-specific, cumulative, and coherent curriculum guidelines.”
Remember, regardless of what is taught and when, the more structured, systematic and explicit it is taught the better.
NSW English K-2 (NEW)